Pub Date : 2023-01-19DOI: 10.1080/15348458.2022.2160333
Hanna Ragnarsdóttir
Iceland has seen rapidly changing demographics in recent years as a result of growing immigration to the country. This is reflected in the education system where children speak altogether around 100 languages. This qualitative research aims at exploring the language policies and practices of diverse immigrant families and their cooperation with their children’s preschools. The theoretical framework includes family language policy and linguistically appropriate educational practices. Data was collected in the spring and autumn of 2020 and included semi-structured interviews with parents in six families, principals and teachers in their children’s two preschools. The findings indicate that the parents have diverse language policies and different opinions on the importance of their heritage languages, Icelandic and English. While the preschools in the study emphasize linguistically appropriate approaches, these are not well developed. Other challenges include the lack of dialogue between the preschools and the families to support the children’s multilingualism.
{"title":"Diverse Language Policies and Practices of Immigrant Families in Iceland: Opportunities and Challenges","authors":"Hanna Ragnarsdóttir","doi":"10.1080/15348458.2022.2160333","DOIUrl":"https://doi.org/10.1080/15348458.2022.2160333","url":null,"abstract":"Iceland has seen rapidly changing demographics in recent years as a result of growing immigration to the country. This is reflected in the education system where children speak altogether around 100 languages. This qualitative research aims at exploring the language policies and practices of diverse immigrant families and their cooperation with their children’s preschools. The theoretical framework includes family language policy and linguistically appropriate educational practices. Data was collected in the spring and autumn of 2020 and included semi-structured interviews with parents in six families, principals and teachers in their children’s two preschools. The findings indicate that the parents have diverse language policies and different opinions on the importance of their heritage languages, Icelandic and English. While the preschools in the study emphasize linguistically appropriate approaches, these are not well developed. Other challenges include the lack of dialogue between the preschools and the families to support the children’s multilingualism.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345378","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 : 2023-01-02DOI: 10.1080/15348458.2022.2108035
A. Tambunan, N. Irawan
{"title":"Interculturality and the English Language Classroom by Victoria, M. & Sangiamchit, C. (2021)","authors":"A. Tambunan, N. Irawan","doi":"10.1080/15348458.2022.2108035","DOIUrl":"https://doi.org/10.1080/15348458.2022.2108035","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"48 1","pages":"102 - 104"},"PeriodicalIF":1.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80290113","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 : 2022-12-08DOI: 10.1080/15348458.2022.2139254
Xiaoying Wu
{"title":"Fong, E. T. Y. (2021). English in China: Language, Identity and Culture.","authors":"Xiaoying Wu","doi":"10.1080/15348458.2022.2139254","DOIUrl":"https://doi.org/10.1080/15348458.2022.2139254","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"51 1","pages":"294 - 296"},"PeriodicalIF":1.7,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76887743","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 : 2022-11-21DOI: 10.1080/15348458.2022.2141244
Elif Kemaloglu-Er, Robert J. Lowe
ABSTRACT As English has developed into a global language, comprehensive suggestions have been made for the integration of World Englishes (WE) and English as a Lingua Franca (ELF) into language education. However, such suggestions have often encountered considerable resistance, in part due to the complexities in the formation of language teacher identity. In this paper, the authors employ a duoethnographic research method to explore how their encounters with WE and ELF have impacted their identities as a “native speaker” and a “non-native speaker” teacher of English. Through comparisons between their life histories, they demonstrate how their experience with WE and ELF have led to feelings of newfound legitimacy, and lingering incompleteness. The paper argues in order for the promotion of WE/ELF to be successful, more focus needs to be paid to the identity work required of teachers so that they can successfully and sensitively form a new conception of language teaching.
{"title":"Language Teacher Identity, World Englishes, and ELF: A Duoethnography Between a “Native Speaker” Teacher and a “Non-Native Speaker” Teacher","authors":"Elif Kemaloglu-Er, Robert J. Lowe","doi":"10.1080/15348458.2022.2141244","DOIUrl":"https://doi.org/10.1080/15348458.2022.2141244","url":null,"abstract":"ABSTRACT As English has developed into a global language, comprehensive suggestions have been made for the integration of World Englishes (WE) and English as a Lingua Franca (ELF) into language education. However, such suggestions have often encountered considerable resistance, in part due to the complexities in the formation of language teacher identity. In this paper, the authors employ a duoethnographic research method to explore how their encounters with WE and ELF have impacted their identities as a “native speaker” and a “non-native speaker” teacher of English. Through comparisons between their life histories, they demonstrate how their experience with WE and ELF have led to feelings of newfound legitimacy, and lingering incompleteness. The paper argues in order for the promotion of WE/ELF to be successful, more focus needs to be paid to the identity work required of teachers so that they can successfully and sensitively form a new conception of language teaching.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"214 1","pages":"478 - 491"},"PeriodicalIF":1.7,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74623615","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 : 2022-11-11DOI: 10.1080/15348458.2022.2139255
K. Perez
Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras sin Miedo is a book edited by Maite T. Sánchez and Ofelia García. Due to the extreme social-political hardships faced in the United States, critical social issues such as the 2020 global pandemic, the attack on media through political malice, and increased gun violence have created more barriers for our racialized and linguistically minoritized students across the country. These inequities faced in, and outside school contexts have created a need for a transformational socio-cultural shift for our Latinx Bilingual Students. This collaborative piece invites various scholars, educators, and school administrators to inspire and create social change through the reinvigoration of translanguaging theory and pedagogy for Latinx Bilingual Students. Divided into six parts, this book provides first-hand accounts of how translanguaging can go beyond language development. When strategically implemented as a sociopolitical act, these pedagogical frameworks can transform the lives of our linguistically minoritized students. Nelson Flores begins this book’s foreword by discussing his personal experience with his bilingual identity throughout his lifetime. Flores describes how Translanguaging Theory became an influential tenant in developing the groundbreaking work on raciolinguistic ideologies with his colleague, Jonathan Rosas (2015). This conceptualization becomes a solid theme throughout the book to establish how languages are polarized, politicized, and hegemonized in public school settings. Ofelia García and Maite T. Sánchez begin their Introducción and Chapter 1 by vocalizing their reasoning to hyperfocus on Latinx Bilingual Students in the United States. As one of the fastestgrowing populations, Latinx Bilingual Students born in the U.S. are directly affected by language policies that purposely treat their bilingualism as two separate entities (U.S. Census Bureau, 2018). The authors argue that the sociocultural upholding of a monoglossic view of language and identity in the United States can be traced to the remnants of colonization. The authors focus on the language structures of Spanish in Mexico and Puerto Rico. Not only was Spanish a remnant of Spain’s colonial legacy, but it also created a pivotal shift where the speaker of a register was subject to the power relations between racialized groups. Therefore, an attempt to alter beliefs in language ideologies becomes necessary when conceptualizing bilingual education programs in the United States. García and Sánchez strengthen their argument by stating that translanguaging as a political act emancipates linguistically marginalized students from the oppressive views of hegemony and racialized forms of linguistic injustices. Part 2, “Good and agency ¿Para quién?” houses Chapters 2 and 3, which thematically center on the effects of gentrification in bilingual programs across the country. Heiman, Cervantes-Soon
《变革的跨语言空间:拉丁裔学生和他们的老师》是一本由Maite T. Sánchez和Ofelia García编辑的书。由于美国面临极端的社会政治困境，诸如2020年全球大流行、政治恶意攻击媒体、枪支暴力增加等重大社会问题，为我们全国种族化和语言少数民族的学生创造了更多障碍。这些在学校内外面临的不平等现象使得我们的拉丁裔双语学生需要进行社会文化转型。这篇合作作品邀请了众多学者、教育工作者和学校管理者，通过拉丁双语学生的翻译语言理论和教学法的复兴来激发和创造社会变革。这本书分为六个部分，提供了翻译如何超越语言发展的第一手资料。当作为一种社会政治行为战略性地实施时，这些教学框架可以改变我们语言上少数民族学生的生活。纳尔逊·弗洛雷斯在这本书的前言一开始就讨论了他一生中双语身份的个人经历。弗洛雷斯描述了译语理论是如何与他的同事乔纳森·罗萨斯(Jonathan Rosas, 2015)一起在发展种族语言学意识形态的开创性工作中成为一个有影响力的房客的。这种概念化成为贯穿全书的坚实主题，以确定语言如何在公立学校环境中两极分化，政治化和霸权化。奥菲利亚García和迈特T. Sánchez在他们的Introducción和第一章开始时，大声说出了他们对美国拉丁裔双语学生的推理。作为增长最快的人口之一，出生在美国的拉丁裔双语学生直接受到语言政策的影响，这些政策故意将他们的双语能力视为两个独立的实体(美国人口普查局，2018)。作者认为，在美国，社会文化对语言和身份的单一观点的支持可以追溯到殖民的残余。作者着重于墨西哥和波多黎各的西班牙语的语言结构。西班牙语不仅是西班牙殖民遗产的残余，而且还造成了一个关键的转变，即一个登记册的发言者受制于种族化群体之间的权力关系。因此，在美国制定双语教育计划时，有必要尝试改变语言意识形态的信念。García和Sánchez强化了他们的论点，指出译语作为一种政治行为，将语言边缘化的学生从霸权的压迫观点和语言不公正的种族化形式中解放出来。第二部分，“Good and agency¿Para quisamin ?”的第二章和第三章，主题集中在中产阶级化对全国双语项目的影响上。Heiman，塞万提斯，soon和Hurie的章节"好的para quisamin ?“打破双向双语教育的士绅化，通过批判性的跨语言教学法夺回空间”，聚焦于德克萨斯州一个小镇的五年级双向双语教育项目。双语教师Michelle利用批判性的跨语言教学法，让她的学生参与批判性的话语，对当地社区中产阶级化的利弊提出问题。关于他们生活经历的对话揭示了他们社区中的权力关系。除了讨论中产阶级化，作者还提出了发人深省的问题，让我们思考谁真正受益于双语教育的双向模式。在与学生的对话中，米歇尔讨论了她的推理
{"title":"Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras sin Miedo","authors":"K. Perez","doi":"10.1080/15348458.2022.2139255","DOIUrl":"https://doi.org/10.1080/15348458.2022.2139255","url":null,"abstract":"Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras sin Miedo is a book edited by Maite T. Sánchez and Ofelia García. Due to the extreme social-political hardships faced in the United States, critical social issues such as the 2020 global pandemic, the attack on media through political malice, and increased gun violence have created more barriers for our racialized and linguistically minoritized students across the country. These inequities faced in, and outside school contexts have created a need for a transformational socio-cultural shift for our Latinx Bilingual Students. This collaborative piece invites various scholars, educators, and school administrators to inspire and create social change through the reinvigoration of translanguaging theory and pedagogy for Latinx Bilingual Students. Divided into six parts, this book provides first-hand accounts of how translanguaging can go beyond language development. When strategically implemented as a sociopolitical act, these pedagogical frameworks can transform the lives of our linguistically minoritized students. Nelson Flores begins this book’s foreword by discussing his personal experience with his bilingual identity throughout his lifetime. Flores describes how Translanguaging Theory became an influential tenant in developing the groundbreaking work on raciolinguistic ideologies with his colleague, Jonathan Rosas (2015). This conceptualization becomes a solid theme throughout the book to establish how languages are polarized, politicized, and hegemonized in public school settings. Ofelia García and Maite T. Sánchez begin their Introducción and Chapter 1 by vocalizing their reasoning to hyperfocus on Latinx Bilingual Students in the United States. As one of the fastestgrowing populations, Latinx Bilingual Students born in the U.S. are directly affected by language policies that purposely treat their bilingualism as two separate entities (U.S. Census Bureau, 2018). The authors argue that the sociocultural upholding of a monoglossic view of language and identity in the United States can be traced to the remnants of colonization. The authors focus on the language structures of Spanish in Mexico and Puerto Rico. Not only was Spanish a remnant of Spain’s colonial legacy, but it also created a pivotal shift where the speaker of a register was subject to the power relations between racialized groups. Therefore, an attempt to alter beliefs in language ideologies becomes necessary when conceptualizing bilingual education programs in the United States. García and Sánchez strengthen their argument by stating that translanguaging as a political act emancipates linguistically marginalized students from the oppressive views of hegemony and racialized forms of linguistic injustices. Part 2, “Good and agency ¿Para quién?” houses Chapters 2 and 3, which thematically center on the effects of gentrification in bilingual programs across the country. Heiman, Cervantes-Soon ","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"4 1","pages":"297 - 299"},"PeriodicalIF":1.7,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86561083","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 : 2022-11-02DOI: 10.1080/15348458.2022.2025812
Kalie Chamberlain
{"title":"Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy, by Baker-Bell, A.","authors":"Kalie Chamberlain","doi":"10.1080/15348458.2022.2025812","DOIUrl":"https://doi.org/10.1080/15348458.2022.2025812","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"86 1","pages":"453 - 454"},"PeriodicalIF":1.7,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87423558","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 : 2022-11-02DOI: 10.1080/15348458.2022.2146402
{"title":"Volume 21 Thanks","authors":"","doi":"10.1080/15348458.2022.2146402","DOIUrl":"https://doi.org/10.1080/15348458.2022.2146402","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"40 1","pages":"458 - 459"},"PeriodicalIF":1.7,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75992935","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 : 2022-05-20DOI: 10.1080/15348458.2022.2051514
Xinfeng Xie, Guiying Jiang
{"title":"Language Teacher Identity in TESOL: Teacher Education and Practice as Identity Work, by Yazan, B. & Lindahl, K. (Eds.).","authors":"Xinfeng Xie, Guiying Jiang","doi":"10.1080/15348458.2022.2051514","DOIUrl":"https://doi.org/10.1080/15348458.2022.2051514","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"79 1","pages":"455 - 457"},"PeriodicalIF":1.7,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77535791","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 : 2022-05-04DOI: 10.1080/15348458.2022.2066954
Guadalupe Valdés
For racialized bilinguals, a dignity-oriented capabilities approach would thus demand that students maintain and cultivate capacity to engage not only in academic tasks but also in the civic and social life of their communities. It would require maintaining connections to family and personal history by sustaining home/heritage languages and cultural practices, as well as actively engaging with and contesting the oppression and denigration that students and their families experience. It would demand curriculum that positions students, their families, and their communities as sources of strength and precious knowledge and that considers students to be agents with the capability to draw from those sources to advance their own vision of a better society. (Poza, 2021, p. 504)
{"title":"Towards Educational Dignity: Translanguaging y la Preparación de Maestros","authors":"Guadalupe Valdés","doi":"10.1080/15348458.2022.2066954","DOIUrl":"https://doi.org/10.1080/15348458.2022.2066954","url":null,"abstract":"For racialized bilinguals, a dignity-oriented capabilities approach would thus demand that students maintain and cultivate capacity to engage not only in academic tasks but also in the civic and social life of their communities. It would require maintaining connections to family and personal history by sustaining home/heritage languages and cultural practices, as well as actively engaging with and contesting the oppression and denigration that students and their families experience. It would demand curriculum that positions students, their families, and their communities as sources of strength and precious knowledge and that considers students to be agents with the capability to draw from those sources to advance their own vision of a better society. (Poza, 2021, p. 504)","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"41 1","pages":"212 - 216"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76425799","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 : 2022-05-04DOI: 10.1080/15348458.2022.2058512
Zhongfeng Tian, Qianqian Zhang‐Wu
ABSTRACT In response to the multilingual and multicultural realities in U.S. classrooms, it is important to prepare all teachers who understand translanguaging and are capable of implementing it across contexts. This exploratory qualitative study investigates how five pre-service content area teachers grappled with translanguaging in a graduate-level teacher education course which was designed from a translanguaging perspective. Data sources include teachers’ written coursework and exit interviews, and class observations. Using an inductive coding approach, we found that our content area teacher candidates developed a dynamic, holistic view to understand bilinguals’ meaning-making practices. They also perceived students’ home languages as a valuable resource that needs to be incorporated in general education classrooms to boost emergent bilinguals’ academic learning and socioemotional well-being. In addition, all five participating teachers employed a variety of translanguaging strategies (e.g., grouping based on home languages and providing translations) in their content area lesson plans.
{"title":"Preparing Pre-Service Content Area Teachers Through Translanguaging","authors":"Zhongfeng Tian, Qianqian Zhang‐Wu","doi":"10.1080/15348458.2022.2058512","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058512","url":null,"abstract":"ABSTRACT In response to the multilingual and multicultural realities in U.S. classrooms, it is important to prepare all teachers who understand translanguaging and are capable of implementing it across contexts. This exploratory qualitative study investigates how five pre-service content area teachers grappled with translanguaging in a graduate-level teacher education course which was designed from a translanguaging perspective. Data sources include teachers’ written coursework and exit interviews, and class observations. Using an inductive coding approach, we found that our content area teacher candidates developed a dynamic, holistic view to understand bilinguals’ meaning-making practices. They also perceived students’ home languages as a valuable resource that needs to be incorporated in general education classrooms to boost emergent bilinguals’ academic learning and socioemotional well-being. In addition, all five participating teachers employed a variety of translanguaging strategies (e.g., grouping based on home languages and providing translations) in their content area lesson plans.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"130 1","pages":"144 - 159"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75703128","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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