Linguistics and Education最新文献

In previous work, I have documented and analyzed the persistence of mainstream ideologies around 'standard' and 'nonstandard' American English in the adult ESOL classroom and their connection to linguistic racism and anti-Blackness. This study explores how these ideologies developed more broadly, employing elements of raciolinguistic genealogy and metapragmatics to analyze historical language scholarship. I find that while the linguistic features of ‘nonstandard’ English have remained remarkably consistent in the popular imagination, they became increasingly linked with Blackness, especially during and after white backlash to the Great Migration (and other cultural and political changes) in the mid-20th century. I argue that this represents a larger pattern in the relationship between language and race in the United States, and conclude with a discussion of the implications this has for adult immigrants and the ESOL classroom.

This paper aims to identify the interpersonal strategies utilized by writers and illustrators to forge the interaction of characters in three LGTB picture books. The stories were selected because they foster progressive gender discourses, and still gain international recognition long after their first publication. The study is drawn on Halliday's (2004) Systemic Functional Linguistics and Kress & van Leeuwen's (2006) and Painter et al.’s (2013) Visual Social Semiotics. The findings show that the interaction between the characters in the stories is mainly achieved through eye contacts, eye-level angles, characters placed side by side and characters in proximity. The verbal text, however, plays a minor role in aligning the characters with each other. Certain educational implications emerge from this study. LGTB picture books, apart from providing teachers with reading material with which to practice both verbal and visual literacy, are also powerful ideological educational tools for fostering the acceptance of same-sex parent families.

Talk lies at the heart of writing center work, yet studies on tutorial interaction have predominantly focused on tutor talk while largely neglecting writer talk, especially at English as a Foreign Language (EFL) writing centers. To investigate tutorial interaction in a holistic manner, this study examined tutor-writer interaction during individualized writing tutorials at two university English writing centers in China—an EFL context where writing centers have garnered increasing scholarly attention yet scant empirical research. Based on recorded tutorials and retrospective interviews with faculty tutors and student writers, this study: 1) highlighted the co-constructed nature of tutorial interaction by expanding Mackiewicz and Thompson's (2015) spectrum of tutoring strategies and by proposing a systematic coding scheme for student writers’ interaction strategies, and 2) investigated tutors’ and student writers’ perceptions and evaluation of their tutorial interaction to offer context-specific implications on individualized writing support provision and tutorial interaction research in EFL contexts.

This study draws on raciolinguistic perspective (Rosa & Flores, 2017) and theorization of emotions (Benesch, 2018) to examine two teacher candidates of color's (TCCs’) experiences of racialization. Data come from two research projects the authors conducted as part of their dissertations. Findings demonstrate TCCs’ experienced raciolinguistic shame or a hovering sense of embarrassment that results from speaking marginalized linguistic varieties. Findings also show TCCs engaged in critical emotion work to challenge feelings of raciolinguistic shame by foregrounding alternative identities. Our discussion highlights how TCCs reconfigured perceptions of their linguistic dexterity and call for centering emotion work in language teacher education, as a critical component.

Persisting divides between ‘multilingual homes’ and ‘monolingual schools’ exist around the world, including Flanders, the Dutch-speaking region of Belgium. Applying the lens of space production, we explore how ‘parental engagement’ is established, and the role it plays in shaping language separation. Discourse analysis on interviews with 24 parents of multilingual children revealed parental engagement as striving for parental access to schools, facilitating the schooling, learning and wellbeing of the child, and curating cultural and linguistic diversity. Parental actions both bridged and distanced ‘schools’ and ‘homes’, marking these spaces as intertwined and/or separate based on parents’ motivations, reasons and opportunities to become engaged or not. However, the home-school language divide was upheld. Besides reflecting conformity with schooling and the language of schooling, parental rationalisations presented with a drive to preserve the family as independent from schools. These findings provide insights to revisiting theorisations of parental engagement, and its role in reconciling home- and school languages.

Forced migration can bring adults who have previously been denied formal education and print literacy into contact with highly technological and literacy dependent societies that lack the knowledge and expertise to cater to them as simultaneous learners of language and literacy. As educational disadvantages are often conditioned by gender, many of these learners are also women and mothers who may continue to have fewer opportunities to engage in education after settlement due to their gender and life roles.

This qualitative study focuses on the experiences of fourteen refugee-background women settled in Sweden and New Zealand, who had no formal education or literacy prior to displacement. Employing a Bakhtinian dialogical framework, it investigates their lived experiences in terms of agency, affordances and identity and argues that the complexity of simultaneous language and literacy acquisition is often underestimated.

This study investigated the predominance of English in the academic discourse and its potential to marginalize multilingual individuals and explored how translingual practices could be a means to decolonize English Academic Writing (EAW) education within the specific context of a Sino-U.S. joint-venture university. A case study centered on the academic experience of a multilingual student from China delved into the interplay between established EAW norms and the student's language practice, identity, and ideology. The findings revealed that EAW norms that prevail in global academic communication significantly affected the student's linguistic choices and self-perception. These findings also indicated that translingual practices could contribute to the decolonization of EAW education by advocating for inclusivity and diversity. Therefore, this study calls for a pedagogical reorientation that not only acknowledges but also incorporates translingual practices in EAW education to actively confront colonial legacies.

This study explores data collected from a telecollaboration project between two universities in Türkiye and the US. We draw upon the notion that how language teacher candidates from Türkiye (LTCTs) situate themselves contextually pertain to their professional learning and practices and future language teacher identity. Focusing on their telecollaboration discourse, we specifically examine these LTCTs’ construction of Türkiye's multiculturalism through an oversimplistic and stereotypical East-West binary. We analyzed the data using Fairclough's three-dimensional CDA model. We found that when discussing multiculturalism, the LTCTs socio-politically constructed framing of Türkiye's East and West has been influenced by meso level institutional policies and macro level nation-state ideologies. Next, our findings showed that the LTCTs avoided controversial sociopolitical issues when talking specifically about the East refraining from any connotations of separatist discourses. We suggest teachers educators foster critical analysis within teacher education programs to help understand and prepare teacher candidates for their future practice.

This study contributes to the limited research on linguistic racism in higher education settings. It examines a transnational multilingual student's experiences with the English language and English literature across Indian and US universities, and the influences of language ideologies on her academic pursuits. Qualitative methods were used to collect data that include the student's written reflection on her experiences, talks-around-text interviews, and artifacts of her academic work. Raciolinguistics and positioning theory support data analysis. Findings indicate that, across Indian and US universities, the student was continuously positioned by others as lacking in English competence, resulting in academic and psychological trauma for her. However, the student also exercised agentive resistance and fought to reposition herself as a legitimate speaker of English and student of English literature. Implications are offered for research, theory, and educational practice.

The study explores literacy conditions for preschool children acquiring Nynorsk, a lesser used Norwegian written language. Norway has no official language policy for the use of Nynorsk and Bokmål, the majority written language, in preschool education. By observing when and how Nynorsk, Bokmål, and other varieties are involved in activities where texts and print play a role, we examine language policy appropriation in kindergartens in a community where the children are going to have Nynorsk as first written language when they attend formal education. The study shows that the predominant literacy practices create spaces for kindergarten staff's language policy agency, but that their choices are limited – especially by textual artefacts. Teacher-made materials are often in Nynorsk, while materials from the outside are in Bokmål. The lack of official language policy results in kindergarten staff being the ones, if anyone, to ensure written language stimulation for ‘the Nynorsk children’.