Linguistics and Education最新文献

This study explores how emotions mediate students’ post-journey evaluations of their study abroad experiences and why specific emotions are valued in the evaluative process. Based on 175 post-journey reports and four focus-group interviews produced by South Korean students attending a short-term study-abroad program at U.S. universities, this study analyzes the emotional shift from linguistic insecurity to confidence. Their reflections show that their linguistic insecurity stemmed from their ideology of self-deprecation and the unfamiliar types of English encountered in the host country. However, they state that English-only environments and enhanced awareness of English as a lingua franca helped them overcome linguistic insecurity. In this process, they valued improved confidence in English, while defying the possibility of improving their actual English proficiency. Drawing on the ideology of English in South Korea, this study suggests that such a distinctive evaluation of emotions rationalizes students’ investment in English language learning.

In 2019–2020, students of two English for Architects and Civil Engineers courses at a German university were tasked with creating a digital, multimodal video composition explaining a technical concept to a lay audience. The resultant multimodal artefacts, however, often did not exhibit typical semiotic patterns associated with explaining or describing in science-related disciplines. In particular, 78% of artefacts featured ‘mediated focalisation’, a framing technique used to align the composer with their audience and more commonly associated with fictional narrative or social media. The paper describes how this framing technique appeared in the artefacts and explores how and to what effect it was used. It will unpack the implications of using this technique for the performance of professionalism and ‘authenticity’ in architecture and STEM communication. A subsystem of mediated focalisation techniques and a new ‘coding orientation’ will be proposed, so that educators may better prepare students for these emergent shifts.

This study examines tutor-initiated error-correction sequences in one-to-one consultations for second language (L2) writing. Using conversation analysis (CA), the paper presents three examples illustrating what the tutor does to help tutees come up with solutions to grammar problems in their essays. The detailed analysis demonstrates how the tutor's directives to read in order to find and solve an L2 grammar issue, along with the tutees’ alignment, create opportunities for the tutees to self-correct. The study explores: (1) how the tutor's directive to read leads a tutee to self-correct; (2) how the tutor manages a tutee's resistance to a directive to read and trouble display through “narrowed-down support”; and (3) how the tutor manages a tutee's trouble display through multiple directives to read. The findings suggest pedagogically useful practices, and contribute to CA research on L2 writing consultations in general and the understanding of tutor-initiated error-correction sequences specifically.

This qualitative study explored the perspectives of 15 EMI students on translanguaging in EMI classes, as well as the functions of translanguaging in content teaching and learning. It also examined how EMI stakeholders orient to such practices against the continuum of perspectives on bi/multilingual language use. Drawing on semi-structured interviews and qualitative content analysis, the data revealed that most lecturers tend to operate through English only, barring the use of L1 resources in classes, in line with the virtual position, which prefers English use only. On the other hand, most students adopt the optimal position, which values L1 resources in teaching, recognizing the vital role and pedagogical value of such resources in accessing content knowledge and socio-emotional resources. However, the study found that many lecturers, who demonstrated pejorative orientations towards bi/multilingual practices, did not hold the optimal position. Overall, the study underscores the need for a shift towards a multilingual turn in EMI classes with an understanding of English within multilingualism.

This paper employs positive discourse analysis to explore the discourse practices of grade-level teachers at a diverse elementary school. It examines how discourse was used to invite and nurture learners’ willingness to share about and maximize the sociocultural and linguistic dimensions of their biographies. Two episodes of instructional conversation are used to illustrate how formal text properties of instructional conversations as well as social practices of the classroom influenced discourse and instantiated culturally responsive/sustaining pedagogy. Among findings, the discourse was found to position students as knowledgeable and capable, with use of mediation tools and teachers’ situational responsiveness emerging as pivotal instructional practices. Results highlighted the benefits of biography-driven discourse for culturally and linguistically diverse learners and illustrated the potential of positive discourse analysis to advance social transformation.

Language learning in Iran is a site of struggle between two ideologically opposed spaces, state schools and non-state language institutes. This study drew on the construct of investment, which combines ideology, capital, and identity, to investigate the investment of Iranian English language learners at A1 and C2 proficiency levels at a non-state language institute. The learners in focus group interviews discussed different language-related resources influencing their investment, their expectations, and their language learning activities. The findings indicated that diverse ideological, cultural, and economic resources and imagined futures had led them toward investing at the institute. They were further found to be invested in diverse language learning activities beyond the pedagogical frame of the institute. Some aspects of investment, language-related beliefs, and identities varied across proficiency levels. Even though the ideological structures of these institutes are learner-centered, there are strong possibilities for enslavement to an extreme globally-oriented pedagogy or native-speakerism. It is hence suggested that state schools and non-state institutes draw upon more flexible language pedagogies embracing both local and global values.

This article explores the specific ways in which three dual language (DL) teachers from diverse linguistic and cultural backgrounds engaged in ideological clarity (Bartolome, 2000), and then expanded this understanding to engage in what we have identified as linguistic ideological clarity. This process entails self-reflection, the naming of unjust practices through the deployment of linguistic, cultural, and ethnic identities and agency, and the display of critical consciousness seeking to address inequities. Data for this paper comes from two independently conducted qualitative studies in similar U.S. geographical regions. Data sources included life-history and semi-structured interviews, demographic questionnaires, and field notes. This inquiry sheds light on the significant role that linguistic ideological clarity plays in dual language teachers’ language learning ideologies and the principles surrounding their pedagogical practices in racialized contexts. Through the exploration of these teachers’ journeys and actions, we hope to add to the critical work needed within DL contexts.

In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent.

This study investigates university students’ perceptions of their lecturer's use of evaluative language in the oral feedback on their presentation performance. Using appraisal as the analytical framework, we examine the lecturer's use of evaluative language in oral feedback and students’ perceptions of the effects of evaluative language features. Results show that: 1) evaluative language carrying intensified attitudinal meanings closely relevant to students’ effort and performance is perceived as a desirable option to provide specific oral feedback; and 2) questions are regarded as an evaluative device to formulate communicative feedback for academic presentations. The study concludes that students need to understand the use of evaluative language, especially those related to the constructions of a dialogic voice when lecturers invite alternative viewpoints to be discussed in the feedback process. This study highlights students’ interpretations of feedback in the oral feedback process and pedagogical implications for providing oral feedback to facilitate learning.

Recent educational studies have paid less attention to how teachers utilize resources to contingently respond to unexpected technical issues. This comparative study investigates how various resources are employed in moments when the teacher creates a technology-mediated space through the affordance of a mobile device (iPad) and moments that are not mediated by the iPad due to technical failure in an English-Medium-Instruction (EMI) mathematics classroom. The analysis, conducted using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, illustrates that the linguistic and multimodal resources, which are used in a technology-mediated space for developing pedagogical strategies, transcend the boundaries of mode since they are re-enacted in the context without using the iPad. I argue that an EMI classroom can be conceptualised as an integrated translanguaging space with different sub-spaces, allowing the teacher to strategically draw on multilingual and multimodal resources to transcend mode boundaries and shape the classroom as a space for learning.