Linguistics and Education最新文献

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.

This study explores data collected from a telecollaboration project between two universities in Türkiye and the US. We draw upon the notion that how language teacher candidates from Türkiye (LTCTs) situate themselves contextually pertain to their professional learning and practices and future language teacher identity. Focusing on their telecollaboration discourse, we specifically examine these LTCTs’ construction of Türkiye's multiculturalism through an oversimplistic and stereotypical East-West binary. We analyzed the data using Fairclough's three-dimensional CDA model. We found that when discussing multiculturalism, the LTCTs socio-politically constructed framing of Türkiye's East and West has been influenced by meso level institutional policies and macro level nation-state ideologies. Next, our findings showed that the LTCTs avoided controversial sociopolitical issues when talking specifically about the East refraining from any connotations of separatist discourses. We suggest teachers educators foster critical analysis within teacher education programs to help understand and prepare teacher candidates for their future practice.

This study contributes to the limited research on linguistic racism in higher education settings. It examines a transnational multilingual student's experiences with the English language and English literature across Indian and US universities, and the influences of language ideologies on her academic pursuits. Qualitative methods were used to collect data that include the student's written reflection on her experiences, talks-around-text interviews, and artifacts of her academic work. Raciolinguistics and positioning theory support data analysis. Findings indicate that, across Indian and US universities, the student was continuously positioned by others as lacking in English competence, resulting in academic and psychological trauma for her. However, the student also exercised agentive resistance and fought to reposition herself as a legitimate speaker of English and student of English literature. Implications are offered for research, theory, and educational practice.

The study explores literacy conditions for preschool children acquiring Nynorsk, a lesser used Norwegian written language. Norway has no official language policy for the use of Nynorsk and Bokmål, the majority written language, in preschool education. By observing when and how Nynorsk, Bokmål, and other varieties are involved in activities where texts and print play a role, we examine language policy appropriation in kindergartens in a community where the children are going to have Nynorsk as first written language when they attend formal education. The study shows that the predominant literacy practices create spaces for kindergarten staff's language policy agency, but that their choices are limited – especially by textual artefacts. Teacher-made materials are often in Nynorsk, while materials from the outside are in Bokmål. The lack of official language policy results in kindergarten staff being the ones, if anyone, to ensure written language stimulation for ‘the Nynorsk children’.

In this paper, we build on critical literacy scholarship and the affective turn, focusing particularly on the redesign process. A close and critical textual analysis of student responses to two assignments in the postgraduate education module Language and Literacy, Theories and Practices, enables us to trace the critical-creative-affective moves that students made when required to analyse and redesign university student recruitment advertisements. Students’ analyses and redesigns illustrate 1) how identification/disidentification with issues of power across gender, race, and (de)coloniality enable them to enter ‘relations of affective solidarity’ as a complex form of empathy, 2) the nuanced negotiations of affect in doing critical literacies across reading and redesign and 3) the ways in which affect surfaces differently for each student across contrasting genres and ‘revealed spaces’ (Boler, 1999).

This paper examines the role of writing in sequences of oral feedback during formal formative reading assessment in an elementary school classroom. Previous research indicates that writing-in-interaction is central to the interactional accomplishment of feedback. The limitations of writing-in-interaction research on feedback for the study of formal formative reading assessment lies in its preoccupation with the planned-use of written inscriptions. Without presuming that inscriptions are planned as resources for feedback, the study asks ‘what role does inscription play in the accomplishment of feedback during formal formative reading assessment interaction?’ Analyzing a single case using ethnomethodologically-inspired conversation analysis, the current study demonstrates how writing done initially to record a student's reading performance emerges later, unplanned, as resource for sequences of diagnostic and instructional interaction. The paper contributes to an understanding of inscription as a practical technology for formative assessment, and demonstrates how the formal assessment of reading performance is interactionally accomplished.

Role-playing games (RPGs) are interactionally complex activities in which participants use talk to coauthor narratives across player and character identities. Taking an interest in how talk and interaction mediate collaborative text production, I drew upon concepts and methods of conversation analysis (CA) to examine RPG play. Despite a breadth of CA scholarship that examines storytelling and gameplay, there is scant CA research that examines role-playing games. Contributing to the burgeoning program of education research on RPG literacies, I used CA to study how six adolescent boys negotiated game-based storytelling across their character and player identities. Findings illustrated how participants’ metagame talk worked to negotiate knowledge, fairness, relationships, and pacing during RPG play. Implications of this work call for youth and educators to develop a reflexive awareness of metagame talk to better negotiate storytelling and power relationships during game-based coauthorship.

Previous research on Chinese-English dual language programs in the United States has found that teaching effects are often compromised by communication and classroom management issues due to cultural differences. Since classroom teaching does not always unfold as language teachers’ planning, it is important for teachers to be able to cope with unscripted actions, and maintain the flow of teaching. Using multimodal conversation analysis, this research focuses on the contingent use of multimodal and verbal resources by a Chinese teacher in a Chinese immersion classroom of English-speaking young learners. Drawing on the theory of teacher contingency and translanguaging, this research shows through the contingent orchestration of semiotic resources, language teachers can transform unplanned moments or unexpected student responses into meaningful learning opportunities, establish rapport, and create improvised teaching materials.

With the increased frequency in the use of online translation tools (OTTs), such as Google Translate, in the foreign language classroom, teachers are reported to be concerned about students’ overdependence on these tools, their potential detrimental effects on learning, ethical issues of using them inappropriately and students’ lack of skills to use them critically. Thus, this study sets out to investigate the basis of teachers’ scepticism empirically by analysing OTT search sequences that display critical interactional strategies, where students reject the first translation option(s) offered by an OTT. The data analysed come from 22 h of video data of collaborative writing tasks, tracked using multimodal conversation analysis. The findings revealed five critical OTT strategies deployed to resolve emergent lexical issues. However, the pairs of students varied greatly in their use and range of critical OTT strategies, suggesting the need for explicit training in using different strategies.