Pub Date : 2025-02-22DOI: 10.1016/j.linged.2025.101402
Jihea Maddamsetti , KaaVonia Hinton
Questions about belonging are particularly poignant to migrant English language teaching (ELT) professionals. However, few studies have explored migrant ELT professionals’ emotional belonging, and even fewer studies have studied how Black women native English teachers navigate their emotional belonging as they teach English abroad, in countries like Korea. This three-year longitudinal study explores how one Black American woman, Kayla, navigated the emotionality of belonging as she taught English in Korea. By drawing on the notions of emotional stickiness and scales, our analysis shows how emotional stickiness created key reference points for the scaling processes by which Kayla constructed a sense of belonging. By highlighting Kayla's everyday feelings of belonging vis-à-vis her scaling processes, this study deepens our understanding of migrant Black ELT professionals’ emotional lives and provides implications for ELT stakeholders at the pedagogical, programmatic, and institutional levels.
{"title":"Navigating the emotional stickiness of belonging through scaling: A black American woman teacher's experiences in the context of teaching English abroad in Korea","authors":"Jihea Maddamsetti , KaaVonia Hinton","doi":"10.1016/j.linged.2025.101402","DOIUrl":"10.1016/j.linged.2025.101402","url":null,"abstract":"<div><div>Questions about belonging are particularly poignant to migrant English language teaching (ELT) professionals. However, few studies have explored migrant ELT professionals’ emotional belonging, and even fewer studies have studied how Black women native English teachers navigate their emotional belonging as they teach English abroad, in countries like Korea. This three-year longitudinal study explores how one Black American woman, Kayla, navigated the emotionality of belonging as she taught English in Korea. By drawing on the notions of emotional stickiness and scales, our analysis shows how emotional stickiness created key reference points for the scaling processes by which Kayla constructed a sense of belonging. By highlighting Kayla's everyday feelings of belonging vis-à-vis her scaling processes, this study deepens our understanding of migrant Black ELT professionals’ emotional lives and provides implications for ELT stakeholders at the pedagogical, programmatic, and institutional levels.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101402"},"PeriodicalIF":1.6,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465499","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 : 2025-02-20DOI: 10.1016/j.linged.2025.101399
Jasone Cenoz , Durk Gorter
English is learned by most students in Europe but there are significant differences regarding proficiency in English between European countries. This paper focuses on learning English in the Basque Autonomous Community where proficiency in English has improved in the last years but is related to the students’ socioeconomic and educational background. English is a third or additional language used both as a school subject and in some cases as the medium of instruction, alongside Basque and Spanish. The paper presents a pedagogical reflection on the potential of translanguaging to optimize the benefits of multilingualism to enhance linguistic and academic achievements among multilingual adolescents while mitigating existing inequalities. Additionally, the paper stresses the need for flexible language practices and translanguaging in assessment, addressing both linguistic and content-related contexts.
{"title":"The potential of pedagogical translanguaging in English language and in English-medium content classes","authors":"Jasone Cenoz , Durk Gorter","doi":"10.1016/j.linged.2025.101399","DOIUrl":"10.1016/j.linged.2025.101399","url":null,"abstract":"<div><div>English is learned by most students in Europe but there are significant differences regarding proficiency in English between European countries. This paper focuses on learning English in the Basque Autonomous Community where proficiency in English has improved in the last years but is related to the students’ socioeconomic and educational background. English is a third or additional language used both as a school subject and in some cases as the medium of instruction, alongside Basque and Spanish. The paper presents a pedagogical reflection on the potential of translanguaging to optimize the benefits of multilingualism to enhance linguistic and academic achievements among multilingual adolescents while mitigating existing inequalities. Additionally, the paper stresses the need for flexible language practices and translanguaging in assessment, addressing both linguistic and content-related contexts.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101399"},"PeriodicalIF":1.6,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445374","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 : 2025-02-13DOI: 10.1016/j.linged.2025.101397
Waqar Ali Shah , Qammar-un-nisa Jatoi , Ume Rabab Shah
Our ecosystem has suffered severe material and epistemic damages as a consequence of contemporary neoliberal forces and Eurocentric onto-epistemologies in the Anthropocene era. These epistemic damages are also visible in how ELT textbooks are designed in local contexts. Informed by posthumanism and Southern epistemology, the present study analyzes the discursive/semiotic representation of nature, environment and human-nature relations in English language textbooks in Sindh province of Pakistan – highly affected climate region in South Asia. The study used Eco-CLA and multimodality as theoretical frameworks. The findings suggest that the English textbooks fail to incorporate localized sustainable thinking as well as lack references to marginalized communities affected by deteriorating ecological conditions in Pakistan. Instead, the textbooks tend to normalize the unsustainable stories connecting learning to the physical world in an anthropocentric, aestheticized, and neoliberal consumerist manner, while disregarding nonhuman entities as sentient entities. In light of our findings, we call for posthumanist discursive reparations informed by Southern epistemologies in order to rethink the writing of textbooks in ecologically affected global regions, including Sindh – the authors’ geo-epistemic context. This requires shifting away from anthropocentric disembodied conception of world to an embodied world characterized by nonduality, co-existence, entanglement and harmony.
{"title":"De-centering the anthropocentric worldview in language textbooks: A posthumanist call for discursive reparations for sustainable ELT","authors":"Waqar Ali Shah , Qammar-un-nisa Jatoi , Ume Rabab Shah","doi":"10.1016/j.linged.2025.101397","DOIUrl":"10.1016/j.linged.2025.101397","url":null,"abstract":"<div><div>Our ecosystem has suffered severe material and epistemic damages as a consequence of contemporary neoliberal forces and Eurocentric onto-epistemologies in the Anthropocene era. These epistemic damages are also visible in how ELT textbooks are designed in local contexts. Informed by posthumanism and Southern epistemology, the present study analyzes the discursive/semiotic representation of nature, environment and human-nature relations in English language textbooks in Sindh province of Pakistan – highly affected climate region in South Asia. The study used Eco-CLA and multimodality as theoretical frameworks. The findings suggest that the English textbooks fail to incorporate localized sustainable thinking as well as lack references to marginalized communities affected by deteriorating ecological conditions in Pakistan. Instead, the textbooks tend to normalize the unsustainable stories connecting learning to the physical world in an anthropocentric, aestheticized, and neoliberal consumerist manner, while disregarding nonhuman entities as sentient entities. In light of our findings, we call for posthumanist discursive reparations informed by Southern epistemologies in order to rethink the writing of textbooks in ecologically affected global regions, including Sindh – the authors’ geo-epistemic context. This requires shifting away from anthropocentric disembodied conception of world to an embodied world characterized by nonduality, co-existence, entanglement and harmony.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101397"},"PeriodicalIF":1.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101382
Julie A. Washington , Iheoma U. Iruka
This paper underscores how the multidimensionality of racism, such as cultural, systemic, and interpersonal biases, influences the early language development and support of African American English (AAE) speakers, as well as calling attention to the linguistic capital of AAE that is often not given prestige in contrast to General American English (GAE). Using a case study of early educators in a Black-majority preschool program, this paper sheds light on early educators’ knowledge, attitudes, professional preparation and needs regarding meeting the educational needs of AAE speakers; caution is warranted due to the small sample size and single source. Nevertheless, the findings from this case study are examined through an anti-racist and anti-linguicism lens, calling for a transformative linguistic approach, translanguaging, that recognizes the injustice of requiring African American children to demonstrate linguistic flexibility by switching codes. This requires their cognitive resources to be allocated to learning the language of the classroom along with other academic and social skills without allowing them access to their full linguistic repertoires. In addition to more research regarding educators’ knowledge, attitudes, and professional preparation regarding AAE, this paper calls for transformative training and ideology shifting, coupled with structural changes, to support early educators to accept the use of dialects used by children by recognizing that each language and language variety is utilized in different spaces for specific functions.
{"title":"Linguistic justice: Addressing linguistic variation of black children in teaching and learning","authors":"Julie A. Washington , Iheoma U. Iruka","doi":"10.1016/j.linged.2024.101382","DOIUrl":"10.1016/j.linged.2024.101382","url":null,"abstract":"<div><div>This paper underscores how the multidimensionality of racism, such as cultural, systemic, and interpersonal biases, influences the early language development and support of African American English (AAE) speakers, as well as calling attention to the linguistic capital of AAE that is often not given prestige in contrast to General American English (GAE). Using a case study of early educators in a Black-majority preschool program, this paper sheds light on early educators’ knowledge, attitudes, professional preparation and needs regarding meeting the educational needs of AAE speakers; caution is warranted due to the small sample size and single source. Nevertheless, the findings from this case study are examined through an anti-racist and anti-linguicism lens, calling for a transformative linguistic approach, translanguaging, that recognizes the injustice of requiring African American children to demonstrate linguistic flexibility by switching codes. This requires their cognitive resources to be allocated to learning the language of the classroom along with other academic and social skills without allowing them access to their full linguistic repertoires. In addition to more research regarding educators’ knowledge, attitudes, and professional preparation regarding AAE, this paper calls for transformative training and ideology shifting, coupled with structural changes, to support early educators to accept the use of dialects used by children by recognizing that each language and language variety is utilized in different spaces for specific functions.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101382"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138131","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 : 2025-02-01DOI: 10.1016/j.linged.2024.101381
Fergal Bradley
This practitioner-research (PR) paper examines Finnish university students’ learning experiences in an autonomy-focused English course through the lens of linguistic mudes. Mudes have been described as the change from being a learner to being a user of a language, an idea also common in learner autonomy. Following language counselling (also known as advising) sessions, the author recorded and reflected on student stories in a counselling journal, examining how the concept of mudes mapped on to students’ learning experiences in the course. The study employs Exploratory Practice (EP), Reflective Practice (RP), and Narrative Inquiry (NI) to develop a pedagogically sustainable and context-sensitive approach to PR, particularising mudes to the author's counselling practice. Reflexive thematic analysis of the journal generates four distinct learning narratives, corresponding and contrasting with the idea of mudes. These narratives illustrate how PR approaches can contribute both to local knowledge and practices and to wider research and practice communities.
{"title":"From a learner to a user? Exploring learning in language counselling through the lens of linguistic mudes","authors":"Fergal Bradley","doi":"10.1016/j.linged.2024.101381","DOIUrl":"10.1016/j.linged.2024.101381","url":null,"abstract":"<div><div>This practitioner-research (PR) paper examines Finnish university students’ learning experiences in an autonomy-focused English course through the lens of linguistic <em>mudes. Mudes</em> have been described as the change from being a learner to being a user of a language, an idea also common in learner autonomy. Following language counselling (also known as advising) sessions, the author recorded and reflected on student stories in a counselling journal, examining how the concept of <em>mudes</em> mapped on to students’ learning experiences in the course. The study employs Exploratory Practice (EP), Reflective Practice (RP), and Narrative Inquiry (NI) to develop a pedagogically sustainable and context-sensitive approach to PR, particularising <em>mudes</em> to the author's counselling practice. Reflexive thematic analysis of the journal generates four distinct learning narratives, corresponding and contrasting with the idea of <em>mudes</em>. These narratives illustrate how PR approaches can contribute both to local knowledge and practices and to wider research and practice communities.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101381"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101361
Juan Dong, Yawen Han
The global whim to introduce EMI policy in higher education is often accompanied by neoliberal discourses without considering the emotional effects on stakeholders. Following a critical post-structuralist lens, this qualitative study examines how the implementation of EMI impacts the emotions and agency of international students in Southwest China. The findings revealed that despite the neoliberal ideals of EMI leading to international students’ emotions of hope, pride, and expectation about their future employment and academic pursuits, they encountered many emotional struggles resulting from institutional classroom segregation, English insufficiency, and high-stake exams. To empower themselves and alleviate those emotional challenges, international students, as entreprenurial subjects, adopted agencies by exploiting digital space, seeking peer support and utilizing the local linguistic learning resources. The study closes with implications to promote students’ emotional awareness in policy making and implementation, calling for creating inclusive and supportive learning environments that optimize students’ academic success and overall well-being.
{"title":"“We feel excluded and isolated”: Multilingual international students’ emotions and agency in an EMI program","authors":"Juan Dong, Yawen Han","doi":"10.1016/j.linged.2024.101361","DOIUrl":"10.1016/j.linged.2024.101361","url":null,"abstract":"<div><div>The global whim to introduce EMI policy in higher education is often accompanied by neoliberal discourses without considering the emotional effects on stakeholders. Following a critical post-structuralist lens, this qualitative study examines how the implementation of EMI impacts the emotions and agency of international students in Southwest China. The findings revealed that despite the neoliberal ideals of EMI leading to international students’ emotions of hope, pride, and expectation about their future employment and academic pursuits, they encountered many emotional struggles resulting from institutional classroom segregation, English insufficiency, and high-stake exams. To empower themselves and alleviate those emotional challenges, international students, as entreprenurial subjects, adopted agencies by exploiting digital space, seeking peer support and utilizing the local linguistic learning resources. The study closes with implications to promote students’ emotional awareness in policy making and implementation, calling for creating inclusive and supportive learning environments that optimize students’ academic success and overall well-being.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101361"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138128","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 : 2025-02-01DOI: 10.1016/j.linged.2024.101378
Monica Shank Lauwo
Dominant approaches to literacy education privilege White middle-class norms, creating urgent need to reconceptualize literacy and decentre Whiteness in teacher education. This study examines the role of three-part multiliteracies autobiographies in supporting teacher candidates (TCs) to reconceptualize literacy while considering possibilities for equity-oriented antiracist pedagogy. Conducted in a literacy methods course at a Canadian university, this critical action research study employs raciolinguistics, critical antiracism, and multiliteracies as theoretical lenses to investigate: How can multiliteracies autobiographies support TCs’ reconceptualization of literacy? How can these assignments contribute to TCs’ critical orientations towards antiracism, equity, and linguistic diversity? Analysis of multimodal autobiographies and critical reflections demonstrate TCs’ reimaginations of literacy in ways that denaturalize Whiteness, growing courage to critically engage with race, and development of concrete pedagogical ideas for more equitably supporting racialized multilinguals. Implications centre on heightening critical reflexivity and explicit engagement with race and identity in antiracist teacher education.
{"title":"Reconceptualizing literacy and disrupting Whiteness: Multiliteracies autobiographies in teacher education","authors":"Monica Shank Lauwo","doi":"10.1016/j.linged.2024.101378","DOIUrl":"10.1016/j.linged.2024.101378","url":null,"abstract":"<div><div>Dominant approaches to literacy education privilege White middle-class norms, creating urgent need to reconceptualize literacy and decentre Whiteness in teacher education. This study examines the role of three-part multiliteracies autobiographies in supporting teacher candidates (TCs) to reconceptualize literacy while considering possibilities for equity-oriented antiracist pedagogy. Conducted in a literacy methods course at a Canadian university, this critical action research study employs raciolinguistics, critical antiracism, and multiliteracies as theoretical lenses to investigate: How can multiliteracies autobiographies support TCs’ reconceptualization of literacy? How can these assignments contribute to TCs’ critical orientations towards antiracism, equity, and linguistic diversity? Analysis of multimodal autobiographies and critical reflections demonstrate TCs’ reimaginations of literacy in ways that denaturalize Whiteness, growing courage to critically engage with race, and development of concrete pedagogical ideas for more equitably supporting racialized multilinguals. Implications centre on heightening critical reflexivity and explicit engagement with race and identity in antiracist teacher education.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101378"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101380
Sergio Loza
This ethnographic study examines one instructor's Oral Corrective Feedback (OCF) practices as conceptualized based on the interactionist framework, involving four Spanish heritage language (SHL) learners in a beginning-level community college Spanish classroom. Based on analysis of interview and observational classroom data, the findings reveal how the instructor's OCF embodies language ideologies and imposes dominant norms on learners. Findings also describe how the instructor's OCF practices contain ideologically charged metalinguistic commentary that reinforces her subtractive teaching philosophy with regard to SHL learners. OCF as conceptualized within the interactionist framework is considered an inherently neutral practice that can facilitate language learning but the findings from this study call this assumption into question. Moreover, the study validates a need for alternative analytic frameworks that connect OCF to SHL pedagogy to further clarify its use with SHL learners.
{"title":"“Did you have some kind of blow to the head?”: Spanish heritage language learners, language ideologies and oral corrective feedback","authors":"Sergio Loza","doi":"10.1016/j.linged.2024.101380","DOIUrl":"10.1016/j.linged.2024.101380","url":null,"abstract":"<div><div>This ethnographic study examines one instructor's Oral Corrective Feedback (OCF) practices as conceptualized based on the interactionist framework, involving four Spanish heritage language (SHL) learners in a beginning-level community college Spanish classroom. Based on analysis of interview and observational classroom data, the findings reveal how the instructor's OCF embodies language ideologies and imposes dominant norms on learners. Findings also describe how the instructor's OCF practices contain ideologically charged metalinguistic commentary that reinforces her subtractive teaching philosophy with regard to SHL learners. OCF as conceptualized within the interactionist framework is considered an inherently neutral practice that can facilitate language learning but the findings from this study call this assumption into question. Moreover, the study validates a need for alternative analytic frameworks that connect OCF to SHL pedagogy to further clarify its use with SHL learners.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101380"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138130","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 : 2025-02-01DOI: 10.1016/j.linged.2024.101356
Faythe Beauchemin , Beth Krone , Emily Machado , Kongji Qin , Anne Valauri , Paul Hartman
This article aims at theorizing transgressive classroom language. Taking up theories of languaging, critical childhood studies, and subjectivity, we theorize instances of transgressive classroom language as languaging acts that disrupt notions of propriety and appropriateness in the classroom. We articulate a heuristic framework for understanding how ideologies and power relations shape language norms in literacy instruction and how teachers and students counter such forces through transgressive languaging acts with examples from five classroom discourse studies. We conclude with a discussion of its implications and a call for critical listening in understanding students’ transgressive languaging acts in classroom learning.
{"title":"Toward a theory of transgressive classroom language","authors":"Faythe Beauchemin , Beth Krone , Emily Machado , Kongji Qin , Anne Valauri , Paul Hartman","doi":"10.1016/j.linged.2024.101356","DOIUrl":"10.1016/j.linged.2024.101356","url":null,"abstract":"<div><div>This article aims at theorizing transgressive classroom language. Taking up theories of languaging, critical childhood studies, and subjectivity, we theorize instances of transgressive classroom language as languaging acts that disrupt notions of propriety and appropriateness in the classroom. We articulate a heuristic framework for understanding how ideologies and power relations shape language norms in literacy instruction and how teachers and students counter such forces through transgressive languaging acts with examples from five classroom discourse studies. We conclude with a discussion of its implications and a call for critical listening in understanding students’ transgressive languaging acts in classroom learning.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101356"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138127","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 : 2025-02-01DOI: 10.1016/j.linged.2024.101377
Chunhong Liu , Megan K. Barker , Qinghua Chen , Maurice M.W. Cheng , Oloyede Solomon Oyelekan , Angel M.Y. Lin
This study employed the social semiotic perspective and, in particular, thematic patterns theory which emphasizes the potential of language in constructing knowledge and views scientific concepts as institutionalized patterning of social semiotic resources. It examined (1) how patterns of semantic relations could help reveal students’ development of their scientific claims and (2) what factors may contribute to students’ thematic patterning. This study was situated in an undergraduate biology classroom in Canada and focused on a written biology task about water intoxification. With data collected from students’ writing and teaching materials, it revealed the divergent emergence of learner conceptions in the form of thematic patterns and identified three influential factors: (1) teachers’ pedagogical cut, (2) students’ knowledge transfer, and (3) the relationality, temporality, and locality of scientific reasoning in biology. This study demonstrates the effectiveness of thematic patterns theory in exploring learner conceptions and also bears pedagogical implications.
{"title":"“He drank too much Gatorade”: Exploring learner conceptions in scientific reasoning from a social semiotic perspective","authors":"Chunhong Liu , Megan K. Barker , Qinghua Chen , Maurice M.W. Cheng , Oloyede Solomon Oyelekan , Angel M.Y. Lin","doi":"10.1016/j.linged.2024.101377","DOIUrl":"10.1016/j.linged.2024.101377","url":null,"abstract":"<div><div>This study employed the social semiotic perspective and, in particular, thematic patterns theory which emphasizes the potential of language in constructing knowledge and views scientific concepts as institutionalized patterning of social semiotic resources. It examined (1) how patterns of semantic relations could help reveal students’ development of their scientific claims and (2) what factors may contribute to students’ thematic patterning. This study was situated in an undergraduate biology classroom in Canada and focused on a written biology task about water intoxification. With data collected from students’ writing and teaching materials, it revealed the divergent emergence of learner conceptions in the form of thematic patterns and identified three influential factors: (1) teachers’ pedagogical cut, (2) students’ knowledge transfer, and (3) the relationality, temporality, and locality of scientific reasoning in biology. This study demonstrates the effectiveness of thematic patterns theory in exploring learner conceptions and also bears pedagogical implications.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101377"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138133","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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