Pub Date : 2025-07-10DOI: 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.
{"title":"Negotiating revision: Engagement markers in author responses to peer review","authors":"Luda Liu , Yue Yuan","doi":"10.1016/j.linged.2025.101447","DOIUrl":"10.1016/j.linged.2025.101447","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101447"},"PeriodicalIF":1.6,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144587864","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 : 2025-07-02DOI: 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.
{"title":"Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work","authors":"Marwa Amri, Olcay Sert","doi":"10.1016/j.linged.2025.101444","DOIUrl":"10.1016/j.linged.2025.101444","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101444"},"PeriodicalIF":1.6,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535489","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 : 2025-07-01DOI: 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.
{"title":"Analyzing classroom discourse in social justice mathematical modeling contexts","authors":"Hong Zhang , Hyunyi Jung , Kayla Sutcliffe , Hongze Zhu , Sangyeon Park","doi":"10.1016/j.linged.2025.101446","DOIUrl":"10.1016/j.linged.2025.101446","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101446"},"PeriodicalIF":1.6,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518906","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 : 2025-06-25DOI: 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.
{"title":"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","authors":"Mitch Ingram","doi":"10.1016/j.linged.2025.101443","DOIUrl":"10.1016/j.linged.2025.101443","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101443"},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472073","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 : 2025-06-25DOI: 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.
{"title":"The interactional consequences of asking for opinions about literature in Dutch oral exams","authors":"Eline Wagelaar , Wyke Stommel , Jeroen Dera","doi":"10.1016/j.linged.2025.101445","DOIUrl":"10.1016/j.linged.2025.101445","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101445"},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472068","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}
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.
{"title":"Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks","authors":"Aakash Kumar , Anjili Kumari , Debra McKeown , Hassan Syed","doi":"10.1016/j.linged.2025.101441","DOIUrl":"10.1016/j.linged.2025.101441","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101441"},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472072","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 : 2025-06-25DOI: 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.
{"title":"Towards more equitable pedagogy: The evolution of Mandarin pre- and in-service teachers’ critical language awareness","authors":"Chencen Cai , Miriam Eisenstein Ebsworth","doi":"10.1016/j.linged.2025.101442","DOIUrl":"10.1016/j.linged.2025.101442","url":null,"abstract":"<div><div>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.</div><div>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.</div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101442"},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472069","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 : 2025-06-10DOI: 10.1016/j.linged.2025.101440
Trang Thi Thuy Nguyen
This study examines minoritized indigenous teachers’ translanguaging in the mainstream classroom in Vietnam. Through a Bakhtinian lens of voice, transvocality, and decolonial dialogue, it explores how the teachers brought a minoritized language, namely Bahnar, into Vietnamese-based lessons to assist their minoritized indigenous students’ learning and classroom participation. The discussions are drawn on data obtained from interviews with indigenous teachers in suburban secondary schools. Through translanguaging between Vietnamese and Bahnar, the teachers exerted their transvocality where they orchestrated a dynamic chorus of diverse voices, which had various social effects. Translanguaging also enabled them to echo voices associated with their own and the indigenous students’ ethnic background, while maintaining voices linked with the Kinh majority students’ background, the school’s environment, and the wider society. Pedagogical and policy implications for applying dialogic teaching practices and facilitating social dialogues in relation to language, education, and ethnicity are then provided.
{"title":"Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom","authors":"Trang Thi Thuy Nguyen","doi":"10.1016/j.linged.2025.101440","DOIUrl":"10.1016/j.linged.2025.101440","url":null,"abstract":"<div><div>This study examines minoritized indigenous teachers’ translanguaging in the mainstream classroom in Vietnam. Through a Bakhtinian lens of <em>voice, transvocality</em>, and <em>decolonial dialogue</em>, it explores how the teachers brought a minoritized language, namely Bahnar, into Vietnamese-based lessons to assist their minoritized indigenous students’ learning and classroom participation. The discussions are drawn on data obtained from interviews with indigenous teachers in suburban secondary schools. Through translanguaging between Vietnamese and Bahnar, the teachers exerted their transvocality where they orchestrated a dynamic chorus of diverse voices, which had various social effects. Translanguaging also enabled them to echo voices associated with their own and the indigenous students’ ethnic background, while maintaining voices linked with the Kinh majority students’ background, the school’s environment, and the wider society. Pedagogical and policy implications for applying dialogic teaching practices and facilitating social dialogues in relation to language, education, and ethnicity are then provided.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101440"},"PeriodicalIF":1.6,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255384","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 : 2025-05-22DOI: 10.1016/j.linged.2025.101431
Denis Weger
Over the past decades, linguistic diversity in classrooms has increased across Austria and other EU and OECD countries. In Austria, migration-related multilingual pupils now comprise over a quarter of the student population, facing higher rates of grade repetition and early school leaving than their monolingual peers. While policies promote recruiting multilingual teachers to enhance educational equity, evidence of their impact is mixed. To explain these mixed results, this study explores how pre-service teachers’ language-related biographical experiences may shape their prospective teaching in linguistically diverse classrooms. Using teacher noticing as a probabilistic predictor of prospective teaching practice, data from 20 pre-service teachers at the University of Vienna were analyzed via questionnaires and stimulated recall interviews. Qualitative content and linguistic text analysis revealed three categories of language-related experiences: Flexible language use, Linguistic adaptation, and Linguistic insecurity. Experiences of linguistic adaptation were significantly associated with negative evaluations of multilingual practices, and were found among both migration-related multilingual and monolingual pre-service teachers. This suggests that it is not teachers’ multilingualism alone but their experiences with language and the meanings they attach to them that matter. The findings highlight the need for teacher education programs that encourage reflection on language-related experiences.
{"title":"Exploring the relationship between Pre-service Teachers’ Language biographical experiences and their prospective teaching in linguistically diverse classrooms","authors":"Denis Weger","doi":"10.1016/j.linged.2025.101431","DOIUrl":"10.1016/j.linged.2025.101431","url":null,"abstract":"<div><div>Over the past decades, linguistic diversity in classrooms has increased across Austria and other EU and OECD countries. In Austria, migration-related multilingual pupils now comprise over a quarter of the student population, facing higher rates of grade repetition and early school leaving than their monolingual peers. While policies promote recruiting multilingual teachers to enhance educational equity, evidence of their impact is mixed. To explain these mixed results, this study explores how pre-service teachers’ language-related biographical experiences may shape their prospective teaching in linguistically diverse classrooms. Using teacher noticing as a probabilistic predictor of prospective teaching practice, data from 20 pre-service teachers at the University of Vienna were analyzed via questionnaires and stimulated recall interviews. Qualitative content and linguistic text analysis revealed three categories of language-related experiences: Flexible language use, Linguistic adaptation, and Linguistic insecurity. Experiences of linguistic adaptation were significantly associated with negative evaluations of multilingual practices, and were found among both migration-related multilingual and monolingual pre-service teachers. This suggests that it is not teachers’ multilingualism alone but their experiences with language and the meanings they attach to them that matter. The findings highlight the need for teacher education programs that encourage reflection on language-related experiences.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101431"},"PeriodicalIF":1.6,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116604","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 : 2025-05-20DOI: 10.1016/j.linged.2025.101430
Erhan Aslan , Mukaddas Butabaeva Sirojitdinovna
Many microcelebrity language teachers today share linguistic content on social media platforms to attract learners. However, little is known about how learners perceive the multimodal affordances of social media platforms utilized by microcelebrity teachers for language teaching in EFL contexts. Motivated by this gap, this study explores learner perceptions of vocabulary learning from microcelebrity language teachers in the underexplored Uzbek EFL context. Over a period of two weeks, 10 EFL students enrolled at a state university in Uzbekistan were asked to follow two Uzbek microcelebrity teacher accounts on Instagram featuring vocabulary content. In addition to the multimodal analysis of a sample of Instagram reels and stories from these accounts, learners’ experiences and perceptions about learning were elicited via learner diaries and semi-structured interviews. While the students enjoyed the engaging linguistic input incorporating role-play and references to pop culture artefacts, they also experienced challenges in relation to the fast-paced speech, brevity of the videos, and irrelevant platform-based content. The findings raise critical implications of language learning and teaching within monetized, platformized, and algorithmic social media spaces.
{"title":"Language learning made short and sweet? Exploring student perceptions of microcelebrity teacher reels on Instagram","authors":"Erhan Aslan , Mukaddas Butabaeva Sirojitdinovna","doi":"10.1016/j.linged.2025.101430","DOIUrl":"10.1016/j.linged.2025.101430","url":null,"abstract":"<div><div>Many microcelebrity language teachers today share linguistic content on social media platforms to attract learners. However, little is known about how learners perceive the multimodal affordances of social media platforms utilized by microcelebrity teachers for language teaching in EFL contexts. Motivated by this gap, this study explores learner perceptions of vocabulary learning from microcelebrity language teachers in the underexplored Uzbek EFL context. Over a period of two weeks, 10 EFL students enrolled at a state university in Uzbekistan were asked to follow two Uzbek microcelebrity teacher accounts on Instagram featuring vocabulary content. In addition to the multimodal analysis of a sample of Instagram reels and stories from these accounts, learners’ experiences and perceptions about learning were elicited via learner diaries and semi-structured interviews. While the students enjoyed the engaging linguistic input incorporating role-play and references to pop culture artefacts, they also experienced challenges in relation to the fast-paced speech, brevity of the videos, and irrelevant platform-based content. The findings raise critical implications of language learning and teaching within monetized, platformized, and algorithmic social media spaces.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101430"},"PeriodicalIF":1.6,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089782","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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