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}
Pub Date : 2025-05-07DOI: 10.1016/j.linged.2025.101424
Mohammad Mosiur Rahman , Guangwei Hu
Universities worldwide adopt English-medium instruction (EMI) due to the global role and status of English. However, policies advocating for EMI often overlook the importance of other languages, semiotic resources, and modalities in communication. Such oversight underscores the necessity of examining the adoption and implementation processes of both English and other languages. Building on an expanded language policy framework as well as translanguaging and trans-semiotizing perspectives, we investigated the language ideologies and classroom language practices of educators and students as micro-level responses to a private Bangladeshi university's English-only policy. To gain an in-depth understanding of the phenomenon, we employed a case study design and gathered data from various sources, including semi-structured interviews, classroom observations, and stimulated recall interviews. A thematic analysis of the data revealed that both educators and students held favorable beliefs about English, the adoption of EMI, and translanguaging in classroom teaching. In their language practices, translanguaging and trans-semiotizing were an integral part of instruction for various epistemological and pedagogical reasons, and EMI was used mostly in written discourse. Thus, EMI was more of an ideological manifestation and involved languages other than English. In this light, there is a need for a policy shift from an English-only to a bi/multilingual focus in Bangladeshi higher education.
{"title":"Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?","authors":"Mohammad Mosiur Rahman , Guangwei Hu","doi":"10.1016/j.linged.2025.101424","DOIUrl":"10.1016/j.linged.2025.101424","url":null,"abstract":"<div><div>Universities worldwide adopt English-medium instruction (EMI) due to the global role and status of English. However, policies advocating for EMI often overlook the importance of other languages, semiotic resources, and modalities in communication. Such oversight underscores the necessity of examining the adoption and implementation processes of both English and other languages. Building on an expanded language policy framework as well as translanguaging and trans-semiotizing perspectives, we investigated the language ideologies and classroom language practices of educators and students as micro-level responses to a private Bangladeshi university's English-only policy. To gain an in-depth understanding of the phenomenon, we employed a case study design and gathered data from various sources, including semi-structured interviews, classroom observations, and stimulated recall interviews. A thematic analysis of the data revealed that both educators and students held favorable beliefs about English, the adoption of EMI, and translanguaging in classroom teaching. In their language practices, translanguaging and trans-semiotizing were an integral part of instruction for various epistemological and pedagogical reasons, and EMI was used mostly in written discourse. Thus, EMI was more of an ideological manifestation and involved languages other than English. In this light, there is a need for a policy shift from an English-only to a bi/multilingual focus in Bangladeshi higher education.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101424"},"PeriodicalIF":1.6,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912893","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 : 2025-05-06DOI: 10.1016/j.linged.2025.101421
Annika Hillbom , Marja Nenonen , Esa Penttilä
This study analyzes metaphors related to knowledge in the Swedish and Finnish primary school curricula with an aim to find out how knowledge is conceptualized in these texts. Metaphors are analyzed with the so-called PIMS method recently developed by Johansson Falck & Okonski (2022, 2023). In total, 11 different conceptual metaphors involving knowledge, mainly based on image schemas, were identified in both Swedish and Finnish curricula, plus two more in the Swedish curriculum only. The most frequent ones, based on image schemas, are in-out and process. The results show that the conceptualizations of knowledge in the Swedish and Finnish primary school curricula are largely similar, although Swedish and Finnish are unrelated languages. However, there are also differences, which we suggest are due to partly different views on education and knowledge in the two school systems.
{"title":"Metaphorical conceptualizations of knowledge in Swedish and Finnish primary school curricula","authors":"Annika Hillbom , Marja Nenonen , Esa Penttilä","doi":"10.1016/j.linged.2025.101421","DOIUrl":"10.1016/j.linged.2025.101421","url":null,"abstract":"<div><div>This study analyzes metaphors related to knowledge in the Swedish and Finnish primary school curricula with an aim to find out how knowledge is conceptualized in these texts. Metaphors are analyzed with the so-called PIMS method recently developed by Johansson Falck & Okonski (2022, 2023). In total, 11 different conceptual metaphors involving knowledge, mainly based on image schemas, were identified in both Swedish and Finnish curricula, plus two more in the Swedish curriculum only. The most frequent ones, based on image schemas, are <span>in-out</span> and <span>process</span>. The results show that the conceptualizations of knowledge in the Swedish and Finnish primary school curricula are largely similar, although Swedish and Finnish are unrelated languages. However, there are also differences, which we suggest are due to partly different views on education and knowledge in the two school systems.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101421"},"PeriodicalIF":1.6,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143907891","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 : 2025-04-30DOI: 10.1016/j.linged.2025.101425
Yueh-Hung Tseng
English as a Foreign Language (EFL) teaching with the focus on drills often demotivates Taiwanese students in rural districts. As many studies connected multimodal teaching to motivation, the present study was thus set up to introduce multimodal teaching at a grade five class in a rural elementary school community of indigenous students and to explore its relationship to motivation. Data collected included questionnaires, interviews, teaching videos, student artifacts, and my reflection journal. The study found that multimodal teaching motivated participants to learn English by providing opportunities for participants to use their senses, to draw upon cultural and personal resources and build more equal power relationships. This study suggest that teachers need to use arts, singing, and drama, dance and language to enhance students’ motivation. This study is significant as few studies have explored multimodal teaching and motivation (Jacob, 2012; Jiang & Luk, 2016) and with rural and indigenous students.
{"title":"Motivating rural EFL students in multimodal teaching","authors":"Yueh-Hung Tseng","doi":"10.1016/j.linged.2025.101425","DOIUrl":"10.1016/j.linged.2025.101425","url":null,"abstract":"<div><div>English as a Foreign Language (EFL) teaching with the focus on drills often demotivates Taiwanese students in rural districts. As many studies connected multimodal teaching to motivation, the present study was thus set up to introduce multimodal teaching at a grade five class in a rural elementary school community of indigenous students and to explore its relationship to motivation. Data collected included questionnaires, interviews, teaching videos, student artifacts, and my reflection journal. The study found that multimodal teaching motivated participants to learn English by providing opportunities for participants to use their senses, to draw upon cultural and personal resources and build more equal power relationships. This study suggest that teachers need to use arts, singing, and drama, dance and language to enhance students’ motivation. This study is significant as few studies have explored multimodal teaching and motivation (<span><span>Jacob, 2012</span></span>; <span><span>Jiang & Luk, 2016</span></span>) and with rural and indigenous students.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101425"},"PeriodicalIF":1.6,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891677","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 : 2025-04-29DOI: 10.1016/j.linged.2025.101423
Barbara Ettenauer , Cory Buxton , Jingtian Yu , Yanming Di
Typically, concept maps have been used for teaching, studying and assessment in science education. Yet, this research team argues that besides showing connections to what a person knows about a topic, concept maps also display which language choices were helpful for the learner, and hint at personal experiences that are embedded in the maps. This mixed methods study uses concept maps from one multilingual elementary grade after school science club in the U.S. to show how students used the full range of available resources to communicate their scientific ideas. Findings revealed that students positioned themselves as competent knowers, made flexible language choices and incorporated personal experiences when constructing their maps. This study also adds to the literature on Legitimation Code Theory (LCT) because this new application of LCT autonomy codes highlights what was helpful for the learner as they both understood and made personal connections to the target content.
{"title":"Healthy candy canes and magic ramen: Do concept maps show knowledge, language and cultural connections?","authors":"Barbara Ettenauer , Cory Buxton , Jingtian Yu , Yanming Di","doi":"10.1016/j.linged.2025.101423","DOIUrl":"10.1016/j.linged.2025.101423","url":null,"abstract":"<div><div>Typically, concept maps have been used for teaching, studying and assessment in science education. Yet, this research team argues that besides showing connections to what a person knows about a topic, concept maps also display which language choices were helpful for the learner, and hint at personal experiences that are embedded in the maps. This mixed methods study uses concept maps from one multilingual elementary grade after school science club in the U.S. to show how students used the full range of available resources to communicate their scientific ideas. Findings revealed that students positioned themselves as competent knowers, made flexible language choices and incorporated personal experiences when constructing their maps. This study also adds to the literature on Legitimation Code Theory (LCT) because this new application of LCT autonomy codes highlights what was helpful for the learner as they both understood and made personal connections to the target content.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101423"},"PeriodicalIF":1.6,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888020","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 article details the discursive positions adopted during a mother and child’s bilingual (Turkish and English) interactions drafting five-paragraph essays over the course of a semester. Using positioning theory (Davies and Harré, 1990), the researchers analyze the multiplicity of positions adopted as the mother-scholar navigates her dual roles as parent and educator and her bilingual child develops agency as an emerging writer. Data sources included video recordings of four homework sessions, the teacher’s assignment prompts, and the child’s drafts and final essays. The research questions included: What positions become central as a mother and child co-construct writing through dialogue? How do these positions limit or facilitate the child’s agency in the writing process? This analysis provides valuable insight for parents and teachers for how to better support multilingual and multicultural students and their agentic development as writers.
本文详细介绍了在一个学期的课程中，母亲和孩子在双语（土耳其语和英语）互动中起草五段文章时所采用的话语立场。利用定位理论（Davies and harr, 1990），研究者分析了母亲学者在父母和教育者的双重角色中所采取的多重立场，以及她的双语孩子作为新兴作家的发展代理。数据来源包括四次家庭作业的录像、老师的作业提示、孩子的草稿和期末论文。研究问题包括：当母亲和孩子通过对话共同构建写作时，什么位置成为中心？这些位置如何限制或促进孩子在写作过程中的代理？这一分析为家长和教师如何更好地支持多语言和多元文化的学生以及他们作为作家的自主发展提供了有价值的见解。
{"title":"Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay","authors":"Kate Shea , Kade Downs , Angel Steadman , Hayriye Kayi-Aydar","doi":"10.1016/j.linged.2025.101429","DOIUrl":"10.1016/j.linged.2025.101429","url":null,"abstract":"<div><div>This article details the discursive positions adopted during a mother and child’s bilingual (Turkish and English) interactions drafting five-paragraph essays over the course of a semester. Using positioning theory (Davies and Harré, 1990), the researchers analyze the multiplicity of positions adopted as the mother-scholar navigates her dual roles as parent and educator and her bilingual child develops agency as an emerging writer. Data sources included video recordings of four homework sessions, the teacher’s assignment prompts, and the child’s drafts and final essays. The research questions included: What positions become central as a mother and child co-construct writing through dialogue? How do these positions limit or facilitate the child’s agency in the writing process? This analysis provides valuable insight for parents and teachers for how to better support multilingual and multicultural students and their agentic development as writers.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101429"},"PeriodicalIF":1.6,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873847","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 : 2025-04-25DOI: 10.1016/j.linged.2025.101427
Melissa Anne Towler
Despite the recognition of Arabic as a diglossic language with multiple regional varieties (RVs), Modern Standard Arabic (MSA) continues to be prioritised by educators in England. This study investigates tutors' perceptions on including RVs in their courses through 12 qualitative, semi-structured interviews with tutors from eight of the nine Higher Education Institutions (HEIs) in England offering undergraduate degree courses with a major component in Arabic. The findings reveal that tutors’ beliefs are often shaped by dominant language ideologies. However, there is growing evidence of change, with some HEIs embracing Arabic’s diglossic, multidialectal nature by teaching both MSA and RVs, and tutors increasingly raising awareness of the sociolinguistic reality of Arabic use. Yet, as this is not always a formal part of the curriculum, not all learners benefit. These findings highlight the need for professional development to support tutors in aligning course content with the sociolinguistic reality of Arabic.
{"title":"Arabic language tutors’ beliefs on including regional varieties in undergraduate degree courses in England","authors":"Melissa Anne Towler","doi":"10.1016/j.linged.2025.101427","DOIUrl":"10.1016/j.linged.2025.101427","url":null,"abstract":"<div><div>Despite the recognition of Arabic as a diglossic language with multiple regional varieties (RVs), Modern Standard Arabic (MSA) continues to be prioritised by educators in England. This study investigates tutors' perceptions on including RVs in their courses through 12 qualitative, semi-structured interviews with tutors from eight of the nine Higher Education Institutions (HEIs) in England offering undergraduate degree courses with a major component in Arabic. The findings reveal that tutors’ beliefs are often shaped by dominant language ideologies. However, there is growing evidence of change, with some HEIs embracing Arabic’s diglossic, multidialectal nature by teaching both MSA and RVs, and tutors increasingly raising awareness of the sociolinguistic reality of Arabic use. Yet, as this is not always a formal part of the curriculum, not all learners benefit. These findings highlight the need for professional development to support tutors in aligning course content with the sociolinguistic reality of Arabic.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101427"},"PeriodicalIF":1.6,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869076","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 : 2025-04-25DOI: 10.1016/j.linged.2025.101428
Alison L. Bailey , Louise C. Wilkinson
{"title":"Commentary for the Special Issue on Equity and Methodological Advancements to Transform Academic Discourse Teaching and Research. Finding Common Ground: The path forward for building teacher and student capacity for academic discourse and student success","authors":"Alison L. Bailey , Louise C. Wilkinson","doi":"10.1016/j.linged.2025.101428","DOIUrl":"10.1016/j.linged.2025.101428","url":null,"abstract":"","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101428"},"PeriodicalIF":1.6,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869077","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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