Linguistics and Education最新文献_第3页

Middle school Arabic-speaking teacher and students engaging in reading, analysis, and evaluation of sources through translanguaging in social studies inquiry 中学阿拉伯语教师和学生在社会研究探究中通过跨语言阅读、分析和评价资料

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-07-22 DOI: 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.

本研究报告了在中学社会研究探究中，当教师和学生使用跨语言阅读、分析和评估资料时，他们的日常和学科记录是如何相互作用的，以及新来者和双语同伴之间的合作如何支持这些学生通过跨语言参与学科和识字学习。背景是美国中西部一所以英语授课的六年级公立学校的课堂，其中社会研究的老师和学生都说阿拉伯语。研究发现：(1)教师对跨语言的规划促进了学生主动从事跨语言学习，以支持探究性学习的双语语域发展；(2)将新学生与有能力和意愿支持他们的双语同伴配对，创造了跨语言机会，以促进这些学生的探究性学习和双语语域发展，并为其他学生提供双语优势的榜样。本研究确定了促进英语和母语学生和教师学科注册的发展所需的支持，以促进英语媒介学科课堂背景下学科学习的跨语言。

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引用次数: 0

Professional vision in the multilingual classroom 多语言课堂的专业视野

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-07-18 DOI: 10.1016/j.linged.2025.101450

Samuel S. David

Translanguaging pedagogies, in which multilingual students are encouraged to flexibly use all their language skills to engage in learning activities, can benefit students’ development of language and literacy skills. But how can teachers who do not speak students’ languages make sense of and respond to these interactions? This qualitative study centers a team of U.S. middle-grades language arts teachers adapting a translanguaging approach into their classrooms, and investigates how their individual trajectories of learning contributed to a collective professional vision for translanguaging pedagogy. Teacher professional vision describes how teachers learn to notice what students do, reason about the causes, and respond with goal-oriented action. Findings describe how the teachers developed new, shared practices around text selection, reading comprehension support, promoting student interaction and negotiation of textual meaning, and connecting translanguaging activity to learning objectives.

跨语言教学法鼓励多语种学生灵活运用所有语言技能从事学习活动，有利于学生语言和读写技能的发展。但是，不懂学生语言的教师如何理解并回应这些互动呢？本定性研究以一组美国中等年级语言艺术教师为中心，将一种跨语言教学方法引入他们的课堂，并调查他们的个人学习轨迹如何对跨语言教学的集体专业愿景做出贡献。教师专业视野描述了教师如何学会注意学生的行为，推理原因，并以目标导向的行动做出回应。研究结果描述了教师如何围绕文本选择、阅读理解支持、促进学生对文本意义的互动和协商，以及将翻译活动与学习目标联系起来，开发新的、共享的实践。

引用次数: 0

‘Once you step out of the school, it’s different’: How disparities between schoolscapes and publicscapes shape students’ language attitudes and practices in the Yi Autonomy Prefecture “出了校门就不一样了”：彝族自治州校园环境和公共环境的差异如何影响学生的语言态度和行为

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-07-12 DOI: 10.1016/j.linged.2025.101448

Peng Nie , Sixuan Wang

This research explores how the disparities in the linguistic landscapes on and off campus (i. e., schoolscape and publicscape) shape students’ language attitudes and practices. Data, including 309 photographs and 3 focus-group interviews, was collected through fieldwork in a Yi Autonomous Prefecture in China. The analysis of the data reveals significant discrepancies between the schoolscape and publicscape. The Yi language is highly visible in the school, where teachers have intentionally crafted a niche for it. In contrast, the Yi language is marginalized on the publicscape. This disparity has led students to doubt the pragmatic value of Yi and lose motivation to learn it. The findings imply that linguistic landscapes on and off the campus constitute a complex network that collectively shapes students’ language attitudes and practices. The greater magnitude of the publicscape tends to relativize and undermine the language policy promoted by school when there is a significant divergence. The findings necessitate concerted efforts from both educational institutions and the wider public that bridge the gap between schoolscapes and publicscapes to support minority languages like Yi.

本研究探讨了校园内外语言环境（即校园环境和公共环境）的差异如何影响学生的语言态度和语言实践。数据包括309张照片和3个焦点小组访谈，在中国彝族自治州通过实地调查收集。通过对数据的分析，我们发现校园景观与公共景观之间存在着显著的差异。彝族语言在学校里非常显眼，老师们特意为它打造了一个利基。相比之下，彝语在公共环境中处于边缘地位。这种差异导致学生怀疑易学的实用价值，失去学习易学的动力。研究结果表明，校园内外的语言景观构成了一个复杂的网络，共同塑造了学生的语言态度和实践。当存在显著差异时，较大的公共景观往往会相对化和破坏学校推行的语言政策。这一发现需要教育机构和广大公众共同努力，弥合学校环境和公众环境之间的差距，支持像彝语这样的少数民族语言。

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引用次数: 0

Negotiating revision: Engagement markers in author responses to peer review 协商修订：作者对同行评议反应中的参与标记

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-07-10 DOI: 10.1016/j.linged.2025.101447

Luda Liu , Yue Yuan

The dialogue between authors and reviewers is crucial in determining the fate of research manuscripts, yet little is known about how authors engage with reviewers in their responses to reviewer comments. This study investigates engagement markers in author responses to reviewers (ARRs), revealing how authors address, acknowledge, and involve reviewers in the revision process. The analysis revealed a substantial use of engagement features throughout ARRs, with reader mentions being the dominant category, followed by directives, and appeals to shared knowledge. Further examination across different functional units (gratitude, acceptance, clarifications, justifications, and revisions) showed distinct patterns of engagement usage. Notably, reader mentions were frequent in expressions of gratitude, while directives dominated in revision sections. These patterns suggest that authors view ARRs not as mere revision documents but sites of negotiation requiring careful rhetorical crafting. This study contributes to understanding interpersonal dimensions of author-reviewer exchanges and offers insights into effective academic correspondence.

作者和审稿人之间的对话对于决定研究手稿的命运至关重要，然而，作者如何在回应审稿人的评论时与审稿人互动却鲜为人知。本研究调查了作者对审稿人的回应（arr）中的参与标记，揭示了作者如何在修订过程中称呼、承认审稿人并让审稿人参与进来。分析显示，在arr中大量使用了互动功能，读者提及是主要类别，其次是指令，并呼吁共享知识。对不同功能单元（感激、接受、澄清、辩护和修订）的进一步检查显示了不同的敬业度使用模式。值得注意的是，读者在表达感激之情时经常提到，而在复习部分则占主导地位。这些模式表明，作者不仅将arr视为修订文件，而且将其视为需要精心修饰的谈判场所。本研究有助于理解作者-审稿人交流的人际维度，并为有效的学术通信提供见解。

引用次数: 0

Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work 英语专题作业课桌间互动中教师对学生发起的问题序列的回应

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-07-02 DOI: 10.1016/j.linged.2025.101444

Marwa Amri, Olcay Sert

A defining feature of project-based English-as-a-foreign-language (EFL) classrooms is teachers’ routine circulation between desks to answer students’ questions. Drawing on conversation analysis (CA), this study investigates how two teachers respond to students’ questions during between-desk interactions (BDIs) in project work. Specifically, it examines how the teachers structure their second-position turns in student-initiated question sequences that emerge during BDIs. The analysis reveals that the teachers either respond with a conditionally relevant second-pair part or with a counter-question turn that initiates an insertion sequence or reorients the student’s question, thereby shifting the projected trajectory of the interaction. These response formats are illustrated through typical pedagogical actions the teachers perform in response to different types of questions. The study concludes that the two distinct response formats observed during BDIs enable locally sensitive instructional support that is finely attuned to students’ evolving needs at different stages of their project work and to the pedagogical contingencies of the moment.

以项目为基础的英语作为外语（EFL）课堂的一个显著特征是教师在课桌之间的例行循环，以回答学生的问题。本研究以对话分析法（CA）为基础，探讨两位教师在专案作业的课桌互动（BDIs）中如何回应学生的问题。具体来说，它考察了教师如何在bdi期间出现的学生发起的问题序列中组织他们的第二位置转弯。分析表明，教师要么以有条件的相关第二对部分回应，要么以反问题的方式回应，从而启动插入序列或重新定位学生的问题，从而改变互动的预期轨迹。这些回答格式通过教师在回答不同类型的问题时所采取的典型教学行动来说明。该研究的结论是，在bdi中观察到的两种不同的响应格式能够提供当地敏感的教学支持，这种支持能够很好地适应学生在项目工作的不同阶段不断变化的需求和当时的教学突发事件。

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引用次数: 0

Analyzing classroom discourse in social justice mathematical modeling contexts 社会正义数学模型情境下的课堂话语分析

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-07-01 DOI: 10.1016/j.linged.2025.101446

Hong Zhang , Hyunyi Jung , Kayla Sutcliffe , Hongze Zhu , Sangyeon Park

Research has extensively examined classroom discourse structures and functions in mathematics education; however, it remains under-investigated how classroom discourse unfolds in social justice mathematical modeling (SJMM) context. Our study investigated the discursive interactions between students and an instructor during a SJMM module implementation with upper elementary and middle school students. Using systemic functional linguistics (SFL)-informed Eggins and Slade’s (2006) discourse framework (E&S Framework), we analyzed 221 turns of classroom discourse during a 75-minute session. Our findings reveal module design and instructor discourse can collaboratively foster a supportive learning environment that enhances student agency and amplifies diverse student voices in mathematical discussions, while illuminating the intersection of mathematical reasoning and social justice consciousness. Our study hopes to make dual contributions to linguistics and education: extending E&S Framework to the new SJMM context while identifying evidence-based discourse strategies to enhance mathematics instruction through effective classroom dialogue.

研究广泛考察了数学教育中的课堂话语结构和功能；然而，课堂话语如何在社会正义数学建模（SJMM）的背景下展开，仍有待研究。本研究以中小学生为研究对象，探讨学生与教师在实施SJMM模块过程中的话语互动。使用系统功能语言学（SFL）为基础的Eggins和Slade（2006）的话语框架（E&；S框架），我们分析了75分钟课堂话语的221次转换。我们的研究结果表明，模块设计和教师话语可以共同营造一个支持性的学习环境，增强学生的能动性，放大学生在数学讨论中的不同声音，同时阐明数学推理和社会正义意识的交集。我们的研究希望对语言学和教育做出双重贡献：将E&；S框架扩展到新的SJMM语境中，同时确定循证话语策略，通过有效的课堂对话来加强数学教学。

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引用次数: 0

Patterns of approximation: Writing practices of heritage Spanish-speaking pre-service teachers in Texas and how this can help in preparation for the bilingual target language proficiency test 近似模式：德克萨斯州传统西班牙语职前教师的写作实践及其如何帮助准备双语目标语言能力测试

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-06-25 DOI: 10.1016/j.linged.2025.101443

Mitch Ingram

This article explores the orthographic and diacritical patterns in the writing of Heritage Spanish Speaking pre-service teachers whose K-12 schooling occurred in Texas. After a brief explanation of the bilingual teacher shortage and certification requirements in Texas, data gathered from 2022–2024 is presented and interpreted through the lens of the Bilingual Target Language Proficiency Test (BTLPT), an important state exam that individuals must pass to become certified as bilingual teachers. Prior research demonstrates that many test takers who do not pass the BTLPT the first time continue trying unsuccessfully (Arroyo-Romano, 2016), which is a dilemma in a state that needs bilingual teachers. Findings from this research reveal five important areas in which bilingual pre-service teachers’ writing can be expanded to not just successfully meet the requirements of the BTLPT, but to augment their own linguistic repertoires as lifelong learners. These areas include diacritics (accent marks), word boundaries, morphosyntactic agreement, approximate spelling, and language transfer from English to Spanish writing. The categories are suggested as areas of curricular/pedagogical focus for K-12 bilingual education/dual language program as well as for researchers in bilingual education or applied linguistics. More imminently, however, this information is valuable as a point of consideration for bilingual educator preparation programs helping future Heritage Spanish-Speaking Pre-Service Teachers become bilingual educators in Texas.

本文探讨了传统西班牙语教师的写作正字法和变音模式，他们的K-12学校教育发生在德克萨斯州。在简要解释了德克萨斯州的双语教师短缺和认证要求之后，从2022年到2024年收集的数据通过双语目标语言能力测试（BTLPT）的视角进行了展示和解释，这是一项重要的州考试，个人必须通过该考试才能获得双语教师认证。先前的研究表明，许多第一次考试没有通过的考生继续尝试失败（Arroyo-Romano, 2016），这是一个需要双语教师的国家的困境。本研究的结果揭示了双语职前教师的写作可以扩展的五个重要领域，不仅可以成功地满足BTLPT的要求，而且可以增加他们作为终身学习者的语言库。这些领域包括变音符（重音标记）、单词边界、形态句法一致性、近似拼写以及从英语到西班牙语写作的语言转换。这些类别被建议作为K-12双语教育/双语计划以及双语教育或应用语言学研究人员的课程/教学重点领域。然而，更紧迫的是，这些信息是有价值的，作为双语教育者准备计划的考虑点，帮助未来的传统西班牙语职前教师成为德克萨斯州的双语教育者。

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引用次数: 0

The interactional consequences of asking for opinions about literature in Dutch oral exams 荷兰语口语考试中征求文学意见的互动后果

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-06-25 DOI: 10.1016/j.linged.2025.101445

Eline Wagelaar , Wyke Stommel , Jeroen Dera

This study examines the interactional consequences of opinion-seeking questions in Dutch oral exams. In classroom interactions, presenting an opinion, a personal view on a topic, has been found to be produced with caution by students. Teachers do not evaluate the opinion but invite the student to elaborate, making room for, and acknowledging the student’s epistemic right to an opinion. This may be different in oral exams, because student responses to questions may be (treated as) ‘insufficient’ and thus have implications for the overall assessment. However, how teachers treat student opinions in oral exams, whether opinions are evaluated on the interactional level and how student opinions are followed up by teachers, have not yet been examined. Our data consist of 27 recordings of Dutch oral exams which we analyzed sequentially using conversation analysis. Based on 21 instances of opinion-seeking questions, we found that these questions serve as a stepping-stone for asking known-information questions (KIQs). Second, we found that opinion-seeking questions may serve as KIQs, regardless of their packaging as opinion elicitations. Despite the fact that an opinion lies in the student’s epistemic domain, teachers position themselves as having epistemic primacy, and students orient to being assessed. Although opinion-seeking questions may serve to organize the interaction around a particular book or effectively reassure students in a stressful situation by ascribing them epistemic rights to articulate an opinion, their use in and for oral exams is entirely different from opinions in classroom interaction and not straightforward.

本研究考察了荷兰语口语考试中征求意见问题的互动后果。在课堂互动中，学生们被发现要谨慎地提出自己的观点，对一个话题发表个人观点。教师不会评价学生的观点，而是邀请学生详细阐述，为学生的观点留出空间，并承认学生的认识权。这在口试中可能会有所不同，因为学生对问题的回答可能会被（视为）“不充分”，从而影响整体评估。然而，教师在口试中如何对待学生的意见，是否在互动层面上评价学生的意见，以及教师如何跟进学生的意见，这些都尚未得到检验。我们的数据包括27段荷兰语口语考试录音，我们使用会话分析对其进行了顺序分析。基于21个征求意见问题的实例，我们发现这些问题可以作为询问已知信息问题（KIQs）的踏脚石。其次，我们发现寻求意见的问题可以作为kiq，而不管它们被包装为征求意见。尽管观点存在于学生的认知领域，但教师将自己定位为具有认知首要性，而学生则倾向于被评估。尽管寻求意见的问题可能有助于组织围绕某本书的互动，或者通过赋予学生表达观点的认知权利，有效地让学生在紧张的情况下放心，但它们在口试中的使用与课堂互动中的观点完全不同，而且并不直截了当。

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引用次数: 0

Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks 教科书的故事：巴基斯坦小学英语教科书中性别代表性的批判性话语分析

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-06-25 DOI: 10.1016/j.linged.2025.101441

Aakash Kumar , Anjili Kumari , Debra McKeown , Hassan Syed

Textbooks can play a formative role in shaping young students' perceptions of societal norms, including gender roles, as they serve as a primary source of knowledge and cultural values. Existing literature on Pakistani textbooks has focused mainly on middle and secondary levels, leaving the elementary context underexplored, specifically after curriculum reforms in 2020. We addressed that gap by applying Fairclough’s Critical Discourse Analysis to recently reformed English language textbooks for grades 1–5, published by the Sindh Textbook Board, Pakistan. Our analysis of textual and visual content reveals a consistent pattern of gender bias: males dominate authoritative and professional roles, while females remain relegated to domestic and subordinate roles. By highlighting this disparity at the elementary level, our findings underscore the need for more balanced representations in textbooks to promote gender equality and inclusivity from an early age.

教科书作为知识和文化价值观的主要来源，可以在塑造年轻学生对社会规范（包括性别角色）的看法方面发挥形成作用。关于巴基斯坦教科书的现有文献主要集中在初中和高中水平，对基础背景的探索不足，特别是在2020年课程改革之后。我们通过将费尔克劳的批判性话语分析应用于巴基斯坦信德省教科书委员会最近修订的1-5年级英语教科书来解决这一差距。我们对文本和视觉内容的分析揭示了一种一致的性别偏见模式：男性主导权威和专业角色，而女性仍然被降级为家庭和从属角色。通过强调小学阶段的这种差异，我们的研究结果强调了从早期开始促进性别平等和包容性的教科书中更平衡的表述的必要性。

引用次数: 0

Towards more equitable pedagogy: The evolution of Mandarin pre- and in-service teachers’ critical language awareness 走向更公平的教学法：职前与在职汉语教师批判语言意识的演变

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-06-25 DOI: 10.1016/j.linged.2025.101442

Chencen Cai , Miriam Eisenstein Ebsworth

This study explored pre- and in-service Mandarin teachers’ evolving critical language awareness regarding Chinese variation and its relation to pedagogy. The Han Chinese context involves a wide range of language varieties including Standardized Mandarin and fāngyán, often translated to “dialect” in English, a term that differs in definition and scope from its translation. Furthermore, investigating teachers’ critical language awareness can reveal current social inequalities in second/world language education.

Participants were 30 pre- and in-service native Chinese-speaking teachers in the United States, spanning three stages: beginning-stage graduate students, advanced-stage students, and graduates teaching Mandarin in American schools.

Through a constructivist grounded theory approach, we conducted two semi-structured interviews with each participant. They shared varied perspectives about Chinese varieties, which demonstrated development across the three groups. Attitudes towards instruction reflected participants’ sociolinguistic awareness which sometimes revealed inconsistencies. Implications are offered regarding teacher education curricula to support students’ self-esteem and encourage heritage language maintenance as well as developing critical language awareness to connect to equity in socio-political understandings and pedagogy.

本研究探讨在职及职前普通话教师对汉语变异的批判性语言意识及其与教学法的关系。汉语语境涉及广泛的语言变体，包括标准化普通话和fāngyán，在英语中通常翻译为“方言”，这一术语在定义和范围上与翻译不同。此外，调查教师的批判性语言意识可以揭示当前第二世界语言教育中的社会不平等现象。参与者是30名在职和在职的美国本土汉语教师，跨越三个阶段：初级研究生、高级研究生和在美国学校教授汉语的研究生。通过建构主义扎根理论方法，我们对每位参与者进行了两次半结构化访谈。他们分享了对中国品种的不同看法，这表明了三个群体的发展。对教学的态度反映了参与者的社会语言学意识，这有时会显示出不一致。本文对教师教育课程提供了启示，以支持学生的自尊，鼓励传统语言的维护，以及发展批判性语言意识，将社会政治理解和教学法中的公平联系起来。

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引用次数: 0