Linguistics and Education最新文献

英文中文

Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-01-30 DOI: 10.1016/j.linged.2025.101394

Ufuk Balaman

Digital literacy practices in multimodal interactional spaces, including video-mediated settings, are largely being recognized as a rich domain of research inquiry in pre-service language teacher education. This study presents findings from a telecollaborative partnership project in which small groups of pre-service language teachers collaboratively design, receive feedback for, implement, and reflect on telecollaborative tasks in and through video-mediated interactions. Using multimodal conversation analysis as the research methodology, the study describes on a micro-longitudinal basis how the collaborative design processes on an online task design tool, the DigiTask web app, create opportunities for pre-service teachers’ exploration of the technological affordances of video-mediated interaction while also interactionally managing the complex pedagogical, social interactional, and digital literacy practices in situ. More specifically, this study shows how pre-service teachers’ collaborative design-relevant actions facilitate the emergence of a digital literacy practice (i.e., shared control of a shared screen). Following the emergence of the practice, the teacher educator introduces the data-led evidence for the emergent practice in a large group video-mediated teacher education classroom, thus multiplying the practice within the larger scope of the project. The findings bring new insights into pre-service language teacher education and video-mediated interactions.

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引用次数: 0

Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-01-30 DOI: 10.1016/j.linged.2025.101395

Allison Briceño , Claudia Rodriguez-Mojica , Sara Rutherford-Quach , Marisa Ruiz , Kathy Stoehr , Qican Sunny Cao

As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development (OPD) modules in Spanish. This mixed methods study: (1) explores Spanish-English middle school bilingual teachers’ (MSBTs') shifts in language ideologies before and after completing the OPD, and (2) investigates if and how OPD resources support implementation of practices that reflect translanguaging pedagogy. Data sources include pre- and post-OPD survey results and semi-structured interviews. The two surveys were analyzed based on their scales; the interviews were analyzed iteratively using inductive and deductive codes. Survey analysis showed positive shifts in MSBTs’ beliefs and increased confidence regarding their ability to implement culturally and linguistically responsive instruction. The participants evidenced the use of knowledge and tools from the OPD to overcome filters (Bacon, 2020) to translate their language ideologies into practice.

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引用次数: 0

In the wild? Evaluating the authenticity of conversation openings and closings in EFL/ESL textbooks

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-01-29 DOI: 10.1016/j.linged.2025.101392

Min Li, Yujing Chen

Textbooks serve as the primary source of language input for L2 learners. Despite their significance, there remains a notable gap in the research concerning the authenticity of EFL/ESL textbook conversations when compared to those observed in naturalistic settings. Against this backdrop, this study examines the extent to which textbooks authentically portray conversation openings and closings. Results indicate that a substantial proportion of textbook conversations lack authentic inclusion of opening and closing sequences, with more than half of the conversations presented without openings and closings that commonly occur in real-life situations. Examination of conversation openings indicates a tendency for textbooks to feature single-component presentations. In terms of closings, textbooks exhibit a scarcity of preclosing signals, predominantly featuring components related to appreciation, arrangement, and solicitude in preclosing sequences. Conversely, sequences involving back-reference, announced closing, and moral or lesson are infrequently addressed. Additionally, a prevailing proportion of textbook conversations lack terminal exchanges.

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引用次数: 0

Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-01-27 DOI: 10.1016/j.linged.2025.101393

Alexis A. López , Sultan Turkan

Assessments that require students to articulate their scientific models in English can be challenging for multilingual learners, who may lack the language proficiency to do so. In response to these increasing language demands, we have developed a digital science modeling assessment task that is adaptable to these students' linguistic and semiotic resources, enabling them to demonstrate their knowledge and skills. A pilot study involving 32 multilingual learners in the United States revealed their ability to use various linguistic resources and multiple language modes to create, describe, and explain their models. The study underscores the importance of assessments that promote translanguaging, allowing students to exhibit their science learning through various representations and catering to the diverse needs of multilingual learners. The findings of this study are likely to influence the design of digital content assessments that enable multilingual learners to utilize translanguaging to demonstrate their knowledge and skills.

引用次数: 0

Doing multilingualism through transnational linguistic landscaping: The MultiDiv experience

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-01-21 DOI: 10.1016/j.linged.2025.101384

Mélina Delmas , Jess Kruk , Louisa Willoughby , Jo Angouri

This paper explores Linguistic Landscape (LL) as a pedagogical approach that fosters student agency and bridges academic learning with real-world societal challenges. Through the context of a summer intensive course on Multilingualism and Diversity, jointly organised by the University of Warwick (UK) and Monash University (Australia), we discuss how LL research can serve as a conduit for critical engagement with issues of language, society, and culture. The study draws on a combination of observations, student feedback, and semi-structured interviews with participants who undertook empirical LL research projects in transnational and interdisciplinary teams over four iterations of the course. By navigating the complexities of multilingual urban spaces and collaborating with peers from diverse disciplinary and linguistic backgrounds, students applied their theoretical learning to practice. This active, project-based learning approach enables them to negotiate operational and research design challenges, revealing key insights into the processes that support or hinder their development as autonomous learners. The findings highlight the potential of LL as an active learning tool that enhances critical awareness, problem-solving, and cross-cultural collaboration. The paper addresses current issues in LL scholarship by situating its pedagogical application within project-based, student-centred curricula. We conclude by outlining implications for integrating LL into higher education as a means of enhancing student agency and fostering transformative learning experiences.

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引用次数: 0

Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-01-15 DOI: 10.1016/j.linged.2025.101383

Steve Daniel Przymus, Melissa Mendoza

Identity development at school is inextricably linked with both language practice and positive and/or negative school experiences. Understanding “identification as an ongoing social and political process” (Bucholtz & Hall, 2004, p. 376), educators must be purposeful in constructing educational possibilities that address identity. The goals of this paper are to propose and describe potential school-based activities and opportunities that bridge adolescent active bilingual learners/users of English (ABLE, Przymus et al., 2020) students’ interests, multilingualism, and identities in schools. Building off of previous work with interest-based communities of practice (Przymus, 2016; Przymus et al., 2020; Canagarajah, 2007; Norton, 2013) and work in oracy/literacy studies that combine translanguaging in adolescent storytelling with magic (Przymus & Faggella-Luby, 2023), in this paper we share the process and results of both finished and ongoing studies with adolescent, newcomer ABLE students in the U.S. and ABLE students in México, who are members of their schools’ and/or communities’ magic clubs.

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引用次数: 0

Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students. 语言是一个显著的特征还是共同的基础？多语学生生活经验中群体间关系表现的参与性研究。

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2024-11-29 DOI: 10.1016/j.linged.2024.101379

Flora Woltran , Susanne Schwab

The performative nature of language renders it a tool for the continuous negotiation of social group memberships. It serves as a medium to express one's identity, ideas, values, and beliefs, and to establish and maintain interpersonal relationships. The current study employed a qualitative participatory approach to investigate the manifestations of intergroup relations in the lived language learning and speaking experiences of 25 elementary school students attending segregated language support measures in Austrian schools. To this end, student-generated photographs were utilized to stimulate individual and group interviews, with the resulting data analyzed through thematic analysis. The results show that manifestations of intergroup relations revolve around the positioning of the self and the other, constructions of social affiliations and legitimizations of inclusion and exclusion. Specifically, participants position themselves and others in school interactions along the category of language, which is based on the perceived mixing of nationality and language and is in part strongly permeated by the internalization of monolingual ideology. The findings of this study are discussed in terms of the persistent linguistic discrimination in schools, which is closely linked to the historical roots of the use of teaching for a national, monolingual-oriented education and the resulting hierarchization of languages.

语言的表现性使它成为社会群体成员关系不断协商的工具。它是表达一个人的身份、思想、价值观和信仰的媒介，也是建立和维持人际关系的媒介。本研究采用质性参与式方法，调查25名在奥地利学校接受隔离语言支持措施的小学生在语言学习和口语体验中的群体间关系表现。为此，我们利用学生拍摄的照片来激发个人和小组访谈，并通过专题分析对所得数据进行分析。结果表明，群体间关系的表现形式围绕着自我和他者的定位、社会关系的构建以及包容和排斥的合法化。具体而言，参与者将自己和他人在学校互动中定位为语言范畴，这是基于民族和语言的感知混合，并且在一定程度上强烈渗透了单语意识形态的内化。本研究的结果是根据学校中持续存在的语言歧视进行讨论的，这与使用教学的历史根源密切相关，以民族为导向，以单语为导向的教育以及由此产生的语言分层。

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引用次数: 0

Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice 为多语言学习者及其同龄人促进人性化、有意义和公正的语言教学：通过实践案例说明教学愿景

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2024-11-13 DOI: 10.1016/j.linged.2024.101358

Emily Phillips Galloway , Paola Uccelli

In this article, we engage with the question of how to create just and humanizing instructional conditions for learning through and about language at school. Rather than an empirical study, this article invites readers to rethink the role of languages in education by introducing and illustrating what we call Pedagogies of Voices (POV). Informed by research and practice, POV instructional approaches acknowledge and leverage the reality of multilingual and multidialectal repertoires in linguistically diverse classrooms, counteracting the tendency towards prescriptivism, which constrains what counts as language learning and teaching in schools. Through vignettes from middle-school multilingual classrooms implementing the TRANSLATE literacy curriculum, we illustrate how POV-inspired instruction transforms the conventions of classroom interactions by scaffolding language learning through relational activities that affirm and expand students’ multilingual repertoires and metalinguistic strategies for learning through and about language. These POV-inspired practices shift the role of teachers, who become learners of their students’ ways with language and shift the instructional goal from a narrow focus on teaching the language of school literacy to a concerted effort to foster flexible, resourceful, critical, and creative student voices—what we call Critical Rhetorical Flexibility. These two shifts, we argue, contribute to creating the enabling conditions to foster inclusive, humanizing communities in which students and teachers experience the joyful challenge of learning through languages together. We conclude with thoughts and considerations for theory, future practice-embedded research, and evidence-based educational practice.

在这篇文章中，我们探讨了如何为在学校通过语言学习和学习语言创造公正和人性化的教学条件这一问题。本文不是一项实证研究，而是通过介绍和说明我们称之为 "声音教学法"（POV）的方法，请读者重新思考语言在教育中的作用。POV 教学法以研究和实践为基础，承认并利用语言多样化课堂中多语言和多方言的现实，抵制限制学校语言学习和教学的规定主义倾向。我们通过实施 TRANSLATE 扫盲课程的中学多语种课堂的小故事，说明了 POV 启发式教学如何通过关系活动为语言学习提供支架，从而改变课堂互动的惯例，这些关系活动肯定并扩展了学生的多语种语料库以及通过语言和关于语言进行学习的金属语言策略。这些以 POV 为灵感的教学实践转变了教师的角色，使教师成为学生语言学习方式的学习者，并将教学目标从狭隘地关注学校扫盲语言教学转变为共同努力培养灵活、机智、批判性和创造性的学生声音--我们称之为批判性修辞灵活性。我们认为，这两个转变有助于创造有利条件，培养包容的、人性化的社区，让学生和教师共同体验通过语言学习的快乐挑战。最后，我们对理论、未来的实践研究和循证教育实践提出了思考和建议。

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引用次数: 0

Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study 在 EFL 课堂的合作对话中鼓励翻译语言：认识论网络比较研究

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2024-11-11 DOI: 10.1016/j.linged.2024.101360

Ming Li, Zhouqin Qu

This study adopted a modified Mercer's framework on types of talk and epistemic network analysis to explore the collaborative talk of four groups of undergraduate students in an EFL classroom in southwest China. Two groups were encouraged to use multilingual resources while two others were asked to use English only. The results showed that translanguaging helped students produce more exploratory talk, but less cumulative talk, display a more balanced and sophisticated cognitive network, and have a better performance in higher-order thinking. Students used the translanguaging strategies of code-switching, code-mixing, and cross-language recapping to ask for facts, share ideas, propose alternative ideas, explain and justify themselves. Translanguaging can improve the quality of students’ collaborative talk while not diminishing the quantity of their English language output. Therefore, it's advisable to advocate translanguaging pedagogy in EFL classrooms, but students should be guided to use translanguaging strategies flexibly and avoid overusing their L1.

本研究采用改进的 Mercer 谈话类型框架和认识论网络分析，探讨了中国西南地区 EFL 课堂上四组本科生的合作性谈话。其中两组被鼓励使用多语言资源，而另外两组则被要求只使用英语。结果表明，译语帮助学生产生了更多的探索性谈话，但减少了累积性谈话，显示了更平衡和复杂的认知网络，并在高阶思维方面有更好的表现。学生们使用代码转换、代码混合和跨语言复述等翻译策略来询问事实、分享观点、提出替代观点、解释和证明自己。翻译可以提高学生合作对话的质量，同时又不会减少他们英语语言输出的数量。因此，在英语课堂教学中提倡翻译教学法是可取的，但应引导学生灵活运用翻译策略，避免过度使用母语。

引用次数: 0

Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text 高中生合作谈论文学文本时的语法和修辞推理

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2024-10-25 DOI: 10.1016/j.linged.2024.101359

Agnes Strandberg , Jimmy van Rijt

This paper explores different talk types and characteristics of grammatical and rhetorical reflections in L1 students’ collaborative talk about a literary text (n = 12, aged 15–17). The data is drawn from an intervention of contextualized grammar teaching in Swedish upper secondary school. To illuminate different talk types and the characteristics of the grammatical and rhetorical reflections, a deductive and inductive analysis in NVivo was carried out. The findings partly confirm previous results concerning rules of thumb and grammatical misconceptions. The current study also indicates that there is a relationship between talk types and prompted questions, and the quality of grammatical and rhetorical reasoning. When students are trying to locate a grammatical concept, the talk type is mainly characterized as cumulative and disputational, whereas linking grammar and rhetoric is exploratory. This paper discusses explanations for these relationships along with strategies for teachers when facilitating and supporting the development of students’ metalinguistic understanding.

本文探讨了第一语言学生（n = 12，15-17 岁）合作谈论文学文本时的不同谈话类型以及语法和修辞反映的特点。数据来自瑞典高中的语境化语法教学干预。为了阐明不同的谈话类型以及语法和修辞反思的特点，我们在 NVivo 中进行了演绎和归纳分析。研究结果部分证实了之前关于经验法则和语法误解的结果。本次研究还表明，谈话类型和提示性问题与语法和修辞推理的质量之间存在一定的关系。当学生试图定位语法概念时，谈话类型主要表现为积累性和争论性，而将语法和修辞联系起来则表现为探索性。本文讨论了这些关系的解释，以及教师在促进和支持学生金属语言理解能力发展时应采取的策略。

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