Pub Date : 2025-10-03DOI: 10.1016/j.linged.2025.101467
Amina Hallab , Andreas Trotzke
The ability to identify syntactic functions is a core learning objective in L1 grammar education in the German school system. We present an intervention study that explored the benefits of introducing secondary school students to linguistic concepts such as event structure, constituency, syntactic arguments vs. adjuncts, and the diversity of case assignment in German. We tested the performance of two different groups of secondary schoolers: One was taught according to traditional textbook materials; the other group received the linguistic intervention. Our results are mixed. On the one hand, both groups persist on traditional strategies that are linguistically insufficient and known to lead to false predictions. On the other hand, the linguistic intervention seems to complement those deficient strategies and overall leads to better performance in identifying syntactic functions. We conclude that instead of revolutionizing current school curricula, linguistics should tailor its theoretical concepts to the traditional concepts in a way that the linguistic tools put the insufficient strategies in perspective without abandoning them altogether.
{"title":"Linguistic reasoning for secondary school students: The case of identifying syntactic functions in L1 grammar education","authors":"Amina Hallab , Andreas Trotzke","doi":"10.1016/j.linged.2025.101467","DOIUrl":"10.1016/j.linged.2025.101467","url":null,"abstract":"<div><div>The ability to identify syntactic functions is a core learning objective in L1 grammar education in the German school system. We present an intervention study that explored the benefits of introducing secondary school students to linguistic concepts such as event structure, constituency, syntactic arguments vs. adjuncts, and the diversity of case assignment in German. We tested the performance of two different groups of secondary schoolers: One was taught according to traditional textbook materials; the other group received the linguistic intervention. Our results are mixed. On the one hand, both groups persist on traditional strategies that are linguistically insufficient and known to lead to false predictions. On the other hand, the linguistic intervention seems to complement those deficient strategies and overall leads to better performance in identifying syntactic functions. We conclude that instead of revolutionizing current school curricula, linguistics should tailor its theoretical concepts to the traditional concepts in a way that the linguistic tools put the insufficient strategies in perspective without abandoning them altogether.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"90 ","pages":"Article 101467"},"PeriodicalIF":2.1,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145223544","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 : 2025-09-30DOI: 10.1016/j.linged.2025.101468
Zachary Nanbu , Eric Hauser
Language researchers are increasingly interested in how L2 is used beyond traditional language classrooms. In Japan, the recognition of limited opportunities to use English in "the wild" has led to the creation of English villages, sites that aim to create opportunities for language learning by simulating real-world environments and situations. Using conversation analysis (CA), this study explores an interactional practice deployed by an L1 English user to contribute to the assembly of competent participation by novice L2 English users during role-play tasks at an English village. The L1 user is shown to use incremental turn extensions, or increments, to transform emerging inter-turn gaps into intra-turn pauses. In doing so, the expert speaker claims silences as his own rather than the novices' and thus allows the L2 users a second opportunity to respond in a timely manner. Using increments, the L1 user addresses the gappiness that is common to L2 interaction and contributes to the assembly of the L2 users' competent participation. The findings further the notion within conversation analysis for second language acquisition (CA-SLA) of interactional competence as co-constructed and provide empirical documentation of naturally occurring interaction and practices in the context of an English village.
{"title":"Assembling competent participation in L2 interaction in a \"simulated wild\" context","authors":"Zachary Nanbu , Eric Hauser","doi":"10.1016/j.linged.2025.101468","DOIUrl":"10.1016/j.linged.2025.101468","url":null,"abstract":"<div><div>Language researchers are increasingly interested in how L2 is used beyond traditional language classrooms. In Japan, the recognition of limited opportunities to use English in \"the wild\" has led to the creation of English villages, sites that aim to create opportunities for language learning by simulating real-world environments and situations. Using conversation analysis (CA), this study explores an interactional practice deployed by an L1 English user to contribute to the assembly of competent participation by novice L2 English users during role-play tasks at an English village. The L1 user is shown to use incremental turn extensions, or increments, to transform emerging inter-turn gaps into intra-turn pauses. In doing so, the expert speaker claims silences as his own rather than the novices' and thus allows the L2 users a second opportunity to respond in a timely manner. Using increments, the L1 user addresses the gappiness that is common to L2 interaction and contributes to the assembly of the L2 users' competent participation. The findings further the notion within conversation analysis for second language acquisition (CA-SLA) of interactional competence as co-constructed and provide empirical documentation of naturally occurring interaction and practices in the context of an English village.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"90 ","pages":"Article 101468"},"PeriodicalIF":2.1,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145189640","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}
This study examines how two instructional conditions - explicit and implicit narrative instruction - were implemented in Swedish preschools, drawing on principles from implementation science. Data from 21 preschool departments—including video recordings, teacher interviews, and survey data - were analyzed using a mixed-methods approach. The implicit approach (HINT), focusing on shared reading and meaning making, was perceived as easier to integrate and adapt due to its alignment with established preschool practices. The explicit approach (SCAN) was more challenging to implement partly due to a new and more systematic approach. Both approaches were highlighted as beneficial by teachers. However, SCAN was emphasized as particularly beneficial for previously quiet or less engaged children. While most teachers reported feeling prepared, sustained fidelity to core instructions declined over time for both HINT and SCAN. The analysis also reveals a persistent monolingual norm: despite multilingualism being a stated goal, few departments integrated children’s first languages into practice. The findings also underscore the need for balancing scripts with adaptation in early childhood interventions.
{"title":"Implementing explicit and implicit narrative instruction in preschool: Insights from a language intervention study","authors":"Peter Andersson Lilja , Ellinor Skaremyr , Ann-Katrin Svensson , Ketty Andersson","doi":"10.1016/j.linged.2025.101465","DOIUrl":"10.1016/j.linged.2025.101465","url":null,"abstract":"<div><div>This study examines how two instructional conditions - explicit and implicit narrative instruction - were implemented in Swedish preschools, drawing on principles from implementation science. Data from 21 preschool departments—including video recordings, teacher interviews, and survey data - were analyzed using a mixed-methods approach. The implicit approach (HINT), focusing on shared reading and meaning making, was perceived as easier to integrate and adapt due to its alignment with established preschool practices. The explicit approach (SCAN) was more challenging to implement partly due to a new and more systematic approach. Both approaches were highlighted as beneficial by teachers. However, SCAN was emphasized as particularly beneficial for previously quiet or less engaged children. While most teachers reported feeling prepared, sustained fidelity to core instructions declined over time for both HINT and SCAN. The analysis also reveals a persistent monolingual norm: despite multilingualism being a stated goal, few departments integrated children’s first languages into practice. The findings also underscore the need for balancing scripts with adaptation in early childhood interventions.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101465"},"PeriodicalIF":2.1,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157626","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 : 2025-09-19DOI: 10.1016/j.linged.2025.101466
Mika Ishino , Eunseok Ro
Providing feedback on student teachers’ (ST) microteaching is an essential practice for teacher educators (TE). While many researchers have focused on how TEs mitigate the tension involved in providing negative assessments, far fewer have examined how TEs undertake positive assessments in their feedback interaction. In this paper, we focus on a particular format of positive feedback, namely subjective positive assessment (e.g., “I like how you begin”), and illustrate its delicate nature and social functions within pedagogical discourse. The data are sourced from 22 post-microteaching feedback sessions in English language teacher education programs in Korea and Japan. Analyses of 40 instances of TEs’ subjective positive assessments reveal two types of accounting orientations, namely a) grounding a TE’s first-hand observation, and b) grounding a ‘general teaching principle.’ In the former type, the subjective assessments are grounded in the ST’s first-hand experience of the ST’s microteaching (e.g., "when you showed us X.."), as the TEs attended the ST’s microteaching as an audience. In the latter, subjective assessments are grounded in general teaching principles. In both types, the STs show their understanding of the TEs’ subjective assessment as institutional ‘feedback.’ By comparing with deviant cases, we argue that positive feedback is delivered through the careful design and sequential positioning of subjective assessments. Our findings underscore the delicate nature of positive feedback and its significant role in shaping the pedagogical discourse in teacher education.
{"title":"“I like how you begin…” Compliment or feedback? TEs’ subjective positive assessments of student teachers’ microteaching","authors":"Mika Ishino , Eunseok Ro","doi":"10.1016/j.linged.2025.101466","DOIUrl":"10.1016/j.linged.2025.101466","url":null,"abstract":"<div><div>Providing feedback on student teachers’ (ST) microteaching is an essential practice for teacher educators (TE). While many researchers have focused on how TEs mitigate the tension involved in providing negative assessments, far fewer have examined how TEs undertake positive assessments in their feedback interaction. In this paper, we focus on a particular format of positive feedback, namely subjective positive assessment (e.g., “I like how you begin”), and illustrate its delicate nature and social functions within pedagogical discourse. The data are sourced from 22 post-microteaching feedback sessions in English language teacher education programs in Korea and Japan. Analyses of 40 instances of TEs’ subjective positive assessments reveal two types of accounting orientations, namely a) grounding a TE’s first-hand observation, and b) grounding a ‘general teaching principle.’ In the former type, the subjective assessments are grounded in the ST’s first-hand experience of the ST’s microteaching (e.g., \"when you showed us X..\"), as the TEs attended the ST’s microteaching as an audience. In the latter, subjective assessments are grounded in general teaching principles. In both types, the STs show their understanding of the TEs’ subjective assessment as institutional ‘feedback.’ By comparing with deviant cases, we argue that positive feedback is delivered through the careful design and sequential positioning of subjective assessments. Our findings underscore the delicate nature of positive feedback and its significant role in shaping the pedagogical discourse in teacher education.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101466"},"PeriodicalIF":2.1,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095338","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 : 2025-09-17DOI: 10.1016/j.linged.2025.101420
Christopher Leyland , Katherina Walper
Although Oral Placement Tests (OPTs) are widely taken by second language (L2) students entering a new institution, they have attracted little empirical attention. The current study shares findings from a Conversation Analytic investigation into 26 OPTs that took place at a UK-based English language school. In these tests, participants display orientations to different forms of institutionality. Through a four positioned base sequence (Initiation-Response-Feedback+Writing), participants display a test-task orientation to discuss set topics and complete a test-sheet. At this juncture, the examiner can initiate a new base sequence and progress the test. Alternatively, participants can display a contingent topic development orientation by halting this progression and initiating what we term a ‘fifth position post-expansion sequence’. While these do not inform what the examiner writes under each topic of the test-sheet, they develop the talk and serve several other institutional functions designed to enhance test-takers’ experience at the language school. Importantly, these expansions also create opportunities for additional displays of L2 Interactional Competence (L2 IC). This study adds to existing research on the benefits of post-expansion sequences and the L2 IC affordances of an under-researched testing format. It also reveals how OPTs are a flexible L2 assessment format in which test-takers or examiners can break from the restrictive question-answer structure of other formats and develop the talk in an authentic manner. The paper reveals specific methods that test-takers (of various levels) and examiners use to expand beyond simple question-answer sequences, which can inform teaching and assessor training.
{"title":"Oral placement tests at an English language school: ‘Fifth position post-expansions’ creating affordances for additional displays of interactional competence and other beneficial activities","authors":"Christopher Leyland , Katherina Walper","doi":"10.1016/j.linged.2025.101420","DOIUrl":"10.1016/j.linged.2025.101420","url":null,"abstract":"<div><div>Although Oral Placement Tests (OPTs) are widely taken by second language (L2) students entering a new institution, they have attracted little empirical attention. The current study shares findings from a Conversation Analytic investigation into 26 OPTs that took place at a UK-based English language school. In these tests, participants display orientations to different forms of institutionality. Through a four positioned base sequence (Initiation-Response-Feedback+Writing), participants display a <em>test-task orientation</em> to discuss set topics and complete a test-sheet. At this juncture, the examiner can initiate a new base sequence and progress the test. Alternatively, participants can display a <em>contingent topic development orientation</em> by halting this progression and initiating what we term a ‘fifth position post-expansion sequence’. While these do not inform what the examiner writes under each topic of the test-sheet, they develop the talk and serve several other institutional functions designed to enhance test-takers’ experience at the language school. Importantly, these expansions also create opportunities for additional displays of L2 Interactional Competence (L2 IC). This study adds to existing research on the benefits of post-expansion sequences and the L2 IC affordances of an under-researched testing format. It also reveals how OPTs are a flexible L2 assessment format in which test-takers or examiners can break from the restrictive question-answer structure of other formats and develop the talk in an authentic manner. The paper reveals specific methods that test-takers (of various levels) and examiners use to expand beyond simple question-answer sequences, which can inform teaching and assessor training.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101420"},"PeriodicalIF":2.1,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095337","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 : 2025-09-06DOI: 10.1016/j.linged.2025.101464
Hanzhong Sun , Wei Cheng , Hye Pae , Li Wang
With the global shift towards gender-inclusive language, there has been a renewed interest in the use of epicene pronouns by learners of English. This study examined the use of three epicene pronouns—generic he, he or she, and singular they—among Chinese learners of English as a foreign language (EFL), focusing on variations across antecedent types and semantic contexts. Drawing on a 9.4-million-word learner corpus comprising 52,854 English essays written by Chinese university students in the 2010s, we extracted 914 instances of epicene pronouns referring to the non-gendered noun person. All instances were manually coded for antecedent type (definite, indefinite, and quantificational noun phrases) and semantic context (positive, neutral, and negative). Results showed that generic he was used the most frequently, followed by singular they and then he or she, with notable variations across the two variables analyzed. Specifically, singular they was more commonly used with quantificational antecedents (e.g., every person), whereas generic he predominated with indefinite noun phrases (e.g., a person). Moreover, singular they appeared more often in positive than negative contexts, while generic he showed the reverse pattern. Overall, these findings provide updated insights into how Chinese EFL learners use epicene pronouns, emphasizing how their linguistic and sociocultural backgrounds can influence how they use them. Pedagogical implications are discussed, centering on how to promote inclusive language practices in EFL instruction.
{"title":"Gender bias in Chinese EFL writing: A corpus-based study of epicene pronouns","authors":"Hanzhong Sun , Wei Cheng , Hye Pae , Li Wang","doi":"10.1016/j.linged.2025.101464","DOIUrl":"10.1016/j.linged.2025.101464","url":null,"abstract":"<div><div>With the global shift towards gender-inclusive language, there has been a renewed interest in the use of epicene pronouns by learners of English. This study examined the use of three epicene pronouns—generic <em>he, he or she</em>, and singular <em>they</em>—among Chinese learners of English as a foreign language (EFL), focusing on variations across antecedent types and semantic contexts. Drawing on a 9.4-million-word learner corpus comprising 52,854 English essays written by Chinese university students in the 2010s, we extracted 914 instances of epicene pronouns referring to the non-gendered noun <em>person</em>. All instances were manually coded for antecedent type (definite, indefinite, and quantificational noun phrases) and semantic context (positive, neutral, and negative). Results showed that generic <em>he</em> was used the most frequently, followed by singular <em>they</em> and then <em>he or she</em>, with notable variations across the two variables analyzed. Specifically, singular <em>they</em> was more commonly used with quantificational antecedents (e.g., <em>every person</em>), whereas generic <em>he</em> predominated with indefinite noun phrases (e.g., <em>a person</em>). Moreover, singular <em>they</em> appeared more often in positive than negative contexts, while generic <em>he</em> showed the reverse pattern. Overall, these findings provide updated insights into how Chinese EFL learners use epicene pronouns, emphasizing how their linguistic and sociocultural backgrounds can influence how they use them. Pedagogical implications are discussed, centering on how to promote inclusive language practices in EFL instruction.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101464"},"PeriodicalIF":2.1,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145007717","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 : 2025-08-30DOI: 10.1016/j.linged.2025.101463
Hai Nin Yeoh, Huey Fen Cheong
This study aims to analyse gender stereotyping in children’s literature (short stories) taught in Malaysian classrooms. This multimodal discourse analysis examines verbal and visual representations of male and female characters, focusing on cultural intersections among Western authors, non-Malaysian story settings, and Malaysian readers. Despite the West’s progressive gender practices, findings show that the short stories centre around boy protagonists and reinforce traditional gender stereotypes. Male characters are often associated with adjectives about emotionality/state of mind, intellect/education, abilities, and personality traits, alongside verbs about physical and mental activities, as well as directive communication. Conversely, female characters are often associated with adjectives about physical appearance, and verbs about quiet activities and emotive communication. The traditional masculine/feminine roles tend to be reinforced in binaries: adventurous-domestic, active-passive, and outdoor-indoor. This study highlights gender stereotyping in children's literature and Western authors' cultural stereotyping of non-Western people as traditional in the process of producing ELT materials.
{"title":"That's Not My Gender!: Gender stereotyping in western-authored children’s literature taught in Malaysian primary ESL classrooms","authors":"Hai Nin Yeoh, Huey Fen Cheong","doi":"10.1016/j.linged.2025.101463","DOIUrl":"10.1016/j.linged.2025.101463","url":null,"abstract":"<div><div>This study aims to analyse gender stereotyping in children’s literature (short stories) taught in Malaysian classrooms. This multimodal discourse analysis examines verbal and visual representations of male and female characters, focusing on cultural intersections among Western authors, non-Malaysian story settings, and Malaysian readers. Despite the West’s progressive gender practices, findings show that the short stories centre around boy protagonists and reinforce traditional gender stereotypes. Male characters are often associated with adjectives about emotionality/state of mind, intellect/education, abilities, and personality traits, alongside verbs about physical and mental activities, as well as directive communication. Conversely, female characters are often associated with adjectives about physical appearance, and verbs about quiet activities and emotive communication. The traditional masculine/feminine roles tend to be reinforced in binaries: adventurous-domestic, active-passive, and outdoor-indoor. This study highlights gender stereotyping in children's literature and Western authors' cultural stereotyping of non-Western people as traditional in the process of producing ELT materials.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101463"},"PeriodicalIF":2.1,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144917799","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}
This qualitative study investigated how a group of university students in Hong Kong experienced social comparison concerning academic achievement and performance when socializing in a digitalized multilingual and multicultural society, and how they responded to it through digital trans-literacies. Data were collected through screenshots of digital activities shared by the participants, semi-structured interviews, and information sheets of daily social media use. Employing the theories of social comparison and the concept of digital trans-literacies, data analysis reveals that students showed great agency when drawing on diverse functions of social media platforms, as well as leveraging different linguistic and multimodal resources to deal with the complex influences of social comparison on their well-being. They strategically used diverse translingual and multimodal practices to express and manage negative emotions, enhance learning, and construct a talented image. This study enriches our understanding that students’ digital trans-literacies are the mediated actions between social comparison and well-being. Besides, when students react to social comparisons, they can switch from recipients to producers of social comparison information.
{"title":"University students’ reactions to social comparison via digital trans-literacies","authors":"Jincheng Ding , Yue Zhang , Lianjiang Jiang , Michelle Mingyue Gu","doi":"10.1016/j.linged.2025.101461","DOIUrl":"10.1016/j.linged.2025.101461","url":null,"abstract":"<div><div>This qualitative study investigated how a group of university students in Hong Kong experienced social comparison concerning academic achievement and performance when socializing in a digitalized multilingual and multicultural society, and how they responded to it through digital trans-literacies. Data were collected through screenshots of digital activities shared by the participants, semi-structured interviews, and information sheets of daily social media use. Employing the theories of social comparison and the concept of digital trans-literacies, data analysis reveals that students showed great agency when drawing on diverse functions of social media platforms, as well as leveraging different linguistic and multimodal resources to deal with the complex influences of social comparison on their well-being. They strategically used diverse translingual and multimodal practices to express and manage negative emotions, enhance learning, and construct a talented image. This study enriches our understanding that students’ digital trans-literacies are the mediated actions between social comparison and well-being. Besides, when students react to social comparisons, they can switch from recipients to producers of social comparison information.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101461"},"PeriodicalIF":2.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144887129","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 : 2025-07-23DOI: 10.1016/j.linged.2025.101451
Vander Tavares, Artëm Ingmar Benediktsson
Minoritized language teachers are known to face challenges in relation to their social identities from studying to become a language teacher to entering and remaining in the profession. Thus, a focus on minoritized teachers’ experiences is necessary to help teacher educators and scholars identify emergent and persistent issues, and in doing so, move towards reforming teacher education and teaching as a profession. In this paper, we explore the experiences of a minoritized, transnational teacher of Icelandic as a second language from a perspective of raciolinguistics, which expands our conceptual tools to better understand how race and language intersect and manifest in minoritized teachers’ personal and professional lives. There is a lack of research relating to these concerns in Iceland. We draw on discourse analysis to make sense of the teacher’s experiences and find that raciolinguistic ideologies permeate the teacher’s everyday experiences through subtle and explicit discrimination, despite the liberal orientation of Iceland. An analysis of the experiences also reveals moments of resistance, although raciolinguistic ideologies end up maintaining a strong sense of vulnerability for the teacher.
{"title":"Navigating the everydayness of raciolinguistic ideologies as a minoritized language teacher","authors":"Vander Tavares, Artëm Ingmar Benediktsson","doi":"10.1016/j.linged.2025.101451","DOIUrl":"10.1016/j.linged.2025.101451","url":null,"abstract":"<div><div>Minoritized language teachers are known to face challenges in relation to their social identities from studying to become a language teacher to entering and remaining in the profession. Thus, a focus on minoritized teachers’ experiences is necessary to help teacher educators and scholars identify emergent and persistent issues, and in doing so, move towards reforming teacher education and teaching as a profession. In this paper, we explore the experiences of a minoritized, transnational teacher of Icelandic as a second language from a perspective of raciolinguistics, which expands our conceptual tools to better understand how race and language intersect and manifest in minoritized teachers’ personal and professional lives. There is a lack of research relating to these concerns in Iceland. We draw on discourse analysis to make sense of the teacher’s experiences and find that raciolinguistic ideologies permeate the teacher’s everyday experiences through subtle and explicit discrimination, despite the liberal orientation of Iceland. An analysis of the experiences also reveals moments of resistance, although raciolinguistic ideologies end up maintaining a strong sense of vulnerability for the teacher.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101451"},"PeriodicalIF":1.6,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687484","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 : 2025-07-22DOI: 10.1016/j.linged.2025.101449
Mina Hernandez Garcia
This study reports on how teachers’ and students’ everyday and disciplinary registers interact as they take up translanguaging to read, analyze, and evaluate sources in middle school social studies inquiry and how collaboration between newcomers and bilingual peers supports these students’ participation in disciplinary and literacy learning through translanguaging. The context is a sixth grade English-medium United States midwestern public school classroom in which the social studies teacher and students are Arabic speakers. Findings reveal that: (1) teachers’ planning for translanguaging promotes students’ agency to take up translanguaging to support bilingual register development for inquiry learning and (2) pairing newcomers with bilingual peers who are able and willing to support them creates translanguaging opportunities to make meaning that promote the inquiry learning and bilingual register development of those students and model for others the benefits of bilingualism. This study identifies supports needed to promote the development of students’ and teachers’ disciplinary registers both in English and the home language to promote translanguaging for subject matter learning in the context of English-medium disciplinary classrooms.
{"title":"Middle school Arabic-speaking teacher and students engaging in reading, analysis, and evaluation of sources through translanguaging in social studies inquiry","authors":"Mina Hernandez Garcia","doi":"10.1016/j.linged.2025.101449","DOIUrl":"10.1016/j.linged.2025.101449","url":null,"abstract":"<div><div>This study reports on how teachers’ and students’ everyday and disciplinary registers interact as they take up translanguaging to read, analyze, and evaluate sources in middle school social studies inquiry and how collaboration between newcomers and bilingual peers supports these students’ participation in disciplinary and literacy learning through translanguaging. The context is a sixth grade English-medium United States midwestern public school classroom in which the social studies teacher and students are Arabic speakers. Findings reveal that: (1) teachers’ planning for translanguaging promotes students’ agency to take up translanguaging to support bilingual register development for inquiry learning and (2) pairing newcomers with bilingual peers who are able and willing to support them creates translanguaging opportunities to make meaning that promote the inquiry learning and bilingual register development of those students and model for others the benefits of bilingualism. This study identifies supports needed to promote the development of students’ and teachers’ disciplinary registers both in English and the home language to promote translanguaging for subject matter learning in the context of English-medium disciplinary classrooms.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101449"},"PeriodicalIF":1.6,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144680198","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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