Pub Date : 2021-08-25DOI: 10.1080/15348458.2021.1961582
Xinxin Wu
{"title":"Language for Teaching Purposes: Bilingual Classroom Discourse and the Non-native Speaker Language Teacher, by Riordan, E.","authors":"Xinxin Wu","doi":"10.1080/15348458.2021.1961582","DOIUrl":"https://doi.org/10.1080/15348458.2021.1961582","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"108 1","pages":"63 - 65"},"PeriodicalIF":1.7,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90076302","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 : 2021-08-20DOI: 10.1080/15348458.2021.1956319
Ayşegül Takkaç Tulgar
{"title":"A Compromise between Global and Local: Glocal Identity and Its Effects on Pragmatic Development","authors":"Ayşegül Takkaç Tulgar","doi":"10.1080/15348458.2021.1956319","DOIUrl":"https://doi.org/10.1080/15348458.2021.1956319","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"148 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77858960","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 : 2021-08-19DOI: 10.1080/15348458.2021.1955684
Xiaodi Zhou
This study follows the literacy experiences of four Latina middle schoolers as they read Harper Lee’s To Kill a Mockingbird and compose home language narratives in their heritage voices. Both their vibrant ethnic cultures and other intersecting rays of identities are analyzed in the vein of their literate identities. Through analysis of their writing and speech, the girls present hybridized identities on the border between cultures and languages. Their position and identities in the social world of middle school is discussed and how transactions with literacy can dialogically influence those identities to enact critically conscious pedagogy.
{"title":"Latina Voice in Dialogue with Literacy","authors":"Xiaodi Zhou","doi":"10.1080/15348458.2021.1955684","DOIUrl":"https://doi.org/10.1080/15348458.2021.1955684","url":null,"abstract":"This study follows the literacy experiences of four Latina middle schoolers as they read Harper Lee’s To Kill a Mockingbird and compose home language narratives in their heritage voices. Both their vibrant ethnic cultures and other intersecting rays of identities are analyzed in the vein of their literate identities. Through analysis of their writing and speech, the girls present hybridized identities on the border between cultures and languages. Their position and identities in the social world of middle school is discussed and how transactions with literacy can dialogically influence those identities to enact critically conscious pedagogy.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"54 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86745976","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 : 2021-08-02DOI: 10.1080/15348458.2021.1930804
Remy Rummel
On January 21, 1975, Justice Douglas, during his reading of the United States’ Supreme Court decision in Lau v. Nichols, stated, “We know that those who do not understand English are certain to fin...
{"title":"The Translanguaging Classroom: Leveraging Student Bilingualism for Learning, by García, O., Johnson, S.I., & Seltzer, K.","authors":"Remy Rummel","doi":"10.1080/15348458.2021.1930804","DOIUrl":"https://doi.org/10.1080/15348458.2021.1930804","url":null,"abstract":"On January 21, 1975, Justice Douglas, during his reading of the United States’ Supreme Court decision in Lau v. Nichols, stated, “We know that those who do not understand English are certain to fin...","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"437 1","pages":"60 - 62"},"PeriodicalIF":1.7,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83653199","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 : 2021-07-29DOI: 10.1080/15348458.2021.1955362
R. Yuan
ABSTRACT Given the status of English as a lingual franca and the ongoing trend of internationalization of higher education, English medium instruction (EMI) has become increasingly popular in many EFL university settings. However, taking up EMI teaching can be an emotionally complex and daunting task for disciplinary teachers. Informed by a post-structuralist perspective, this Forum paper argues for the need to embrace an emotional focus in current EMI teacher education. Based on the critical analysis of a Chinese case, the paper presents and analyzes the complexity of EMI teacher emotions entangled with different power relations and rules in university contexts. The paper culminates in a critical discussion on how to foster and promote EMI teachers’ emotional awareness and intelligence with a view to facilitating their ongoing classroom practice and professional development.
{"title":"Taking up EMI in Higher Education: The Complexities of Teacher Emotions","authors":"R. Yuan","doi":"10.1080/15348458.2021.1955362","DOIUrl":"https://doi.org/10.1080/15348458.2021.1955362","url":null,"abstract":"ABSTRACT Given the status of English as a lingual franca and the ongoing trend of internationalization of higher education, English medium instruction (EMI) has become increasingly popular in many EFL university settings. However, taking up EMI teaching can be an emotionally complex and daunting task for disciplinary teachers. Informed by a post-structuralist perspective, this Forum paper argues for the need to embrace an emotional focus in current EMI teacher education. Based on the critical analysis of a Chinese case, the paper presents and analyzes the complexity of EMI teacher emotions entangled with different power relations and rules in university contexts. The paper culminates in a critical discussion on how to foster and promote EMI teachers’ emotional awareness and intelligence with a view to facilitating their ongoing classroom practice and professional development.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"31 4 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90215392","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 : 2021-07-15DOI: 10.1080/15348458.2021.1938573
Roswita Dressler, Katherine Crossman, C. Kawalilak
ABSTRACT Learning about another educational context is often a stated institutional goal of pre-service study abroad. However, living abroad is no guarantee that pre-service teachers will reflect upon their language learning and teaching experiences through the lens of future teaching. Drawing from a large study of reflective practices during study abroad, from preparation to debriefing, we use nexus analysis to focus on how five pre-service teachers living and volunteer-teaching abroad over nine weeks reflected upon their learning and teaching experiences through blogs. We ask: “What study abroad participant learning about language teaching and learning emerges through blogging?” Despite disparate teaching specializations, the participants often found themselves learning firsthand about the opportunities and challenges of language learning. They used blogs to reflect upon knowledge, skills, and attributes needed for language teaching. These results reveal that learning during study abroad can advance the teaching competencies necessary to working with diverse learners in future classrooms.
{"title":"Pre-Service Teachers’ Learning about Language Learning and Teaching: A Nexus Analysis of Study Abroad Blogging","authors":"Roswita Dressler, Katherine Crossman, C. Kawalilak","doi":"10.1080/15348458.2021.1938573","DOIUrl":"https://doi.org/10.1080/15348458.2021.1938573","url":null,"abstract":"ABSTRACT Learning about another educational context is often a stated institutional goal of pre-service study abroad. However, living abroad is no guarantee that pre-service teachers will reflect upon their language learning and teaching experiences through the lens of future teaching. Drawing from a large study of reflective practices during study abroad, from preparation to debriefing, we use nexus analysis to focus on how five pre-service teachers living and volunteer-teaching abroad over nine weeks reflected upon their learning and teaching experiences through blogs. We ask: “What study abroad participant learning about language teaching and learning emerges through blogging?” Despite disparate teaching specializations, the participants often found themselves learning firsthand about the opportunities and challenges of language learning. They used blogs to reflect upon knowledge, skills, and attributes needed for language teaching. These results reveal that learning during study abroad can advance the teaching competencies necessary to working with diverse learners in future classrooms.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"81 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73016436","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 : 2021-07-08DOI: 10.1080/15348458.2021.1938571
Ivana Espinet
ABSTRACT This paper explores the experiences of two high school newcomers who chose to participate in an internship program, assisting elementary school students, some of whom were also emergent bilinguals. This study used ethnographic and visual methodologies to explore young people’s evolving understanding of teaching, learning, and languaging as members of a community of practice within the internship. Both students rooted their practices in their work with children in their critiques of language policies that they had experienced. The narratives that the interns shared highlighted how the set of linguistic and cultural-historical repertoires of practice that they entered with shaped how they engaged with and contributed to the classroom communities in which they were placed.
{"title":"Newcomers as Teachers: Enacting Linguistic Ideologies and Practices in an Internship Setting","authors":"Ivana Espinet","doi":"10.1080/15348458.2021.1938571","DOIUrl":"https://doi.org/10.1080/15348458.2021.1938571","url":null,"abstract":"ABSTRACT This paper explores the experiences of two high school newcomers who chose to participate in an internship program, assisting elementary school students, some of whom were also emergent bilinguals. This study used ethnographic and visual methodologies to explore young people’s evolving understanding of teaching, learning, and languaging as members of a community of practice within the internship. Both students rooted their practices in their work with children in their critiques of language policies that they had experienced. The narratives that the interns shared highlighted how the set of linguistic and cultural-historical repertoires of practice that they entered with shaped how they engaged with and contributed to the classroom communities in which they were placed.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"94 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88416068","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 : 2021-07-07DOI: 10.1080/15348458.2021.1932504
Heng Gong, Lingling Liu, Fenglong Cao
This study investigates how Chinese scholars in Applied Linguistics construct different authorial stances in their English and Chinese research articles (RAs) by using interactional metadiscourse c...
本研究旨在探讨中国应用语言学学者如何运用互动元语篇建构不同的中英文研究论文作者立场。
{"title":"A Cross-Linguistic Study of Interactional Metadiscourse in English and Chinese Research Articles by the Same Chinese Scholars","authors":"Heng Gong, Lingling Liu, Fenglong Cao","doi":"10.1080/15348458.2021.1932504","DOIUrl":"https://doi.org/10.1080/15348458.2021.1932504","url":null,"abstract":"This study investigates how Chinese scholars in Applied Linguistics construct different authorial stances in their English and Chinese research articles (RAs) by using interactional metadiscourse c...","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"29 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85492165","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 : 2021-07-04DOI: 10.1080/15348458.2021.1947728
Jackie Ridley
{"title":"Teacher Development Over Time: Practical Activities for Language Teachers, by Woodward, T., Graves, K., and Freeman, D.","authors":"Jackie Ridley","doi":"10.1080/15348458.2021.1947728","DOIUrl":"https://doi.org/10.1080/15348458.2021.1947728","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"1 1","pages":"288 - 290"},"PeriodicalIF":1.7,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77689454","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 : 2021-07-04DOI: 10.1080/15348458.2021.1947727
E. Williams
{"title":"Portraits of Second Language Learners: An L2 Learner Agency Perspective, by Muramatsu, C.","authors":"E. Williams","doi":"10.1080/15348458.2021.1947727","DOIUrl":"https://doi.org/10.1080/15348458.2021.1947727","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"252 1","pages":"285 - 287"},"PeriodicalIF":1.7,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91322644","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：