Linguistics and Education最新文献

This scoping review aims to examine the literature regarding cultural representation in foreign language textbooks. This review identifies eight research foci by systematically mapping and synthesizing 62 studies spanning from 2012 to 2022. In addition, it reviews theoretical/conceptual frameworks, methodologies, and implications for stakeholders involved in cultural representation studies in foreign language textbooks. This study reveals a tendency for some cultures to be either overlooked or misinterpreted. It observes that textbooks often represent culture implicitly rather than explicitly, and notes changes in research foci and methodologies over time. The review highlights the need for two principal enhancements in the realm of textbook research: firstly, to better bridge the nexus between research and practices; secondly, to address the somewhat fragmented nature of research endeavours in this field by taking steps towards interdisciplinary, intersectional, interactive, and intersubjective approaches. Implications for future research are also provided.

The COVID-19 pandemic has rapidly increased the use of synchronous online teaching for English-as-a-second-language (ESL) courses. However, there is a scarcity of research on the necessary teaching abilities for online ESL instruction and the advantages of real-time technologies in supporting students' L2 learning. This virtual ethnographic research examines how an ESL teacher utilizes diverse multilingual and multimodal resources to facilitate students' L2 English learning in real-time online tutorials and develops his translanguaging competence over a 10-week period. The analysis, carried out using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, reveals that the teacher progressively exhibits his capacity to use a variety of multilingual and multimodal tools and to employ different funds of knowledge to support students' English language learning. Consequently, we emphasize the significance of strengthening online language instructors' pedagogical comprehension of translanguaging to enhance their e-Classroom Interactional Competence.

In today's globalized world, language learners gain inspiration for who they want to be and the community to which they want to belong through unconventional ways. This study investigates the unconventional language aspirations of a male Japanese adult sojourner who studied English in the Philippines and Canada and projected his imagined self as aligning with the Asian migrants he met in Japan. Data were collected through an open-ended questionnaire, two semi-structured interviews, and follow-up emails. In employing a critical event narrative inquiry approach, the study findings focus on two critical events that largely shaped this individual's imagined community and the desires shaping his English learning—the socialization with the migrants in Japan and his instructors in the Philippines. This study illuminates a nascent language desire that emerged in an internationalizing society and urges further exploration of unconventional aspirations that are situated beyond the dominant ideologies and transcend existing dichotomous boundaries.

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.