Linguistics and Education最新文献

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Presence of spanish in a hispanic-serving institution on the southwestern US border: Towards better serving underrepresented students 在美国西南边境为西班牙裔服务的机构中西班牙语的存在：为代表性不足的学生提供更好的服务

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-14 DOI: 10.1016/j.linged.2025.101408

Rosalva Alamillo

This research explores the presence of Spanish in a Hispanic-Serving Institution (HSI) in Southern California. Latinxs who are potentially Spanish speakers make up 34.6 % of the HSI's undergraduate enrollment. Three dimensions of space were analyzed: 1) the political dimension through institutional language policies; 2) the spatial dimension through linguistic landscape methodologies; and 3) the experiential dimension by collecting students’ perceptions about Spanish use on their university. Outcomes showed that the HSI positioned itself politically as appreciating linguistic diversity; however, outcomes revealed little Spanish in campus signage. Likewise, most students wanted to see more Spanish in their campus. The absence of Spanish in the educational space perpetuates the invisibility of Spanish speakers, underrepresents their identities, and reinforces the hegemony of English. The author recommends three approaches to better serve historically underrepresented students attending HSIs: the exploration of HSIs’ schoolscapes, the adoption of the critical pedagogy of place, and movement towards decolonization of HSIs.

本研究探讨了在南加州的西班牙裔服务机构（HSI）西班牙语的存在。可能会说西班牙语的拉丁裔学生占HSI本科生的34.6%。分析了三个空间维度：1)制度性语言政策的政治维度；2)通过语言景观方法分析空间维度；3)通过收集学生对西班牙语在大学使用的看法来获得经验维度。结果显示，恒生指数在政治上将自己定位为欣赏语言多样性；然而，结果显示，校园标牌中几乎没有西班牙语。同样，大多数学生希望在校园里看到更多的西班牙语。西班牙语在教育领域的缺失使说西班牙语的人永远不被人注意，使他们的身份不被充分代表，并强化了英语的霸权。作者推荐了三种方法来更好地服务历史上代表性不足的hsi学生：探索hsi的校园景观，采用批判性的地方教学法，以及走向hsi的非殖民化。

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引用次数: 0

Collective memorying of kindergarten through the logic of children 通过幼儿的逻辑进行幼儿园集体记忆

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-11 DOI: 10.1016/j.linged.2025.101409

Daniel Edelen , Audra Skukauskaitė

In this interactional ethnographic study of first grade children's interactions during mathematics, we demonstrate how children created a common understanding of “kindergarten” despite their different experiences of kindergarten during the Covid-19 pandemic. Drawing on concepts of language games and collective memory, we make visible how a collective memory of Kindergarten first grade children co-constructed with their peers, became a resource for solving mathematics problems. We center the voices and actions of the children to uncover the nuanced complexities of children's ways of knowing and doing mathematics. In tracing the logic of the children, we reconceptualize collective memory as collective memorying - a process-oriented action. We conclude with an invitation for future research foregrounding children's ways of knowing.

在这项一年级儿童数学互动的互动民族志研究中，我们展示了在新冠肺炎大流行期间，尽管孩子们在幼儿园的经历不同，但他们如何形成对“幼儿园”的共同理解。借助语言游戏和集体记忆的概念，我们看到幼儿园一年级儿童的集体记忆如何与同伴共同构建，成为解决数学问题的资源。我们以孩子们的声音和行动为中心，揭示孩子们认识和做数学的微妙复杂性。在追踪孩子们的逻辑时，我们将集体记忆重新定义为集体记忆——一种以过程为导向的行为。最后，我们邀请未来的研究展望儿童的认识方式。

引用次数: 0

Latine emergent bilinguals’ translanguaging in family literacy practices in Texas 德州家庭读写实践中拉丁新兴双语者的跨语言

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-10 DOI: 10.1016/j.linged.2025.101407

Gilberto P. Lara , Lucila D. Ek , Myriam Jimena Guerra , Kenya M. Vargas

This study focuses on the home (bi)literacy practices of six bilingual Latine elementary school emergent bilingual students in South Texas. The research study is based on linguistic brokering and translanguaging to provide insights into the complexities of biliteracy development in their family context. The corpus of data includes participant observation field notes, audio and video recordings from home visits, interview transcripts, and written work by the children. The study reveals the diverse linguistic environment in the students' homes, which includes Spanish, English, Mexican Spanish, Central American Spanish, and South American Spanish. The research also explores how the students' translanguaging practices at home helped them develop their biliteracy skills while aiding their family members and improving family well-being. Moreover, the study examines how the students used digital literacy practices to maintain long-distance family relationships. These findings have important implications for researchers and educators leveraging home translanguaging, (bi)literacy practices, and knowledge to bridge the home-school divide.

本研究的重点是德克萨斯州南部六名拉美裔双语小学初学双语学生的家庭（双）识字实践。研究以语言中介和翻译语言为基础，旨在深入了解他们在家庭环境中双语发展的复杂性。数据语料库包括参与观察的实地笔记、家访的录音和录像、访谈记录和孩子们的书面作品。研究揭示了学生家庭中的多元语言环境，包括西班牙语、英语、墨西哥西班牙语、中美洲西班牙语和南美洲西班牙语。研究还探讨了学生在家中的翻译语言实践如何帮助他们发展双语能力，同时帮助其家庭成员并改善家庭幸福。此外，本研究还探讨了学生如何利用数字扫盲实践来维持远距离家庭关系。这些发现对研究人员和教育工作者利用家庭翻译语言、（双）扫盲实践和知识来弥合家庭与学校之间的鸿沟具有重要意义。

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引用次数: 0

Teachers’ use of sign-supported speech in interaction with multilingual children in Swedish preschools 瑞典学前班教师与多语儿童互动时手语支持言语的使用

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-10 DOI: 10.1016/j.linged.2025.101398

Karolina Larsson , Polly Björk-Willén , Katarina Haraldsson , Kristina Hansson

Many preschoolers in Sweden have other family languages than Swedish. Sign-supported speech (SSS) is often used to support children's second language development and participation in interaction. The aim of the present paper is to study how preschool teachers use SSS in interaction with multilingual children, and children's way of participation in such interaction. The study was conducted in three preschool units situated in a multilingual area. The design is video-ethnographic, and the analyses build on Conversation Analysis. The findings show that teachers’ focus on sign-support sometimes limits their responsivity, which negatively affects children's participation in interaction. Furthermore, SSS is often used regardless of children's communicative needs, and has an agenda of its own. Since children's language learning is both interactive and contextual, it is not a question of using sign-support or not in preschool, but more a question of how it is used, why, with whom and in which situations.

瑞典的许多学龄前儿童除了瑞典语外，还有其他的家庭语言。手语支持言语（SSS）通常用于支持儿童的第二语言发展和参与互动。本文的目的是研究幼儿教师如何在与多语儿童的互动中使用SSS，以及儿童在这种互动中的参与方式。这项研究是在一个多语种地区的三个学前班进行的。设计是视频人种学，分析建立在对话分析的基础上。研究结果表明，教师对符号支持的关注有时会限制他们的反应，从而对儿童的互动参与产生负面影响。此外，SSS的使用往往不考虑儿童的交际需求，并且有自己的议程。由于儿童的语言学习既具有互动性，又具有语境性，所以在学前教育中使用或不使用符号支持不是问题，而是如何使用、为什么使用、与谁一起使用以及在什么情况下使用的问题。

引用次数: 0

Attitudes and ideologies of deaf signers toward American Sign Language structure 聋哑人对美国手语结构的态度和意识形态

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-05 DOI: 10.1016/j.linged.2025.101410

Emily Jo Noschese

This qualitative study investigates Deaf signers’ perceptions and usage of word order in American Sign Language (ASL), focusing on the Subject-Object-Verb (SOV) ideology. Through interviews with 10 Deaf participants, the study explores their views on the ideology that ‘ASL is a SOV language’ and examines their preferences for SOV versus SVO word orders in ASL. These preferences are analyzed in relation to participants’ educational backgrounds, family contexts, and exposure to ASL. Regardless of their diverse experiences, the belief in ASL's SOV structure remains prevalent among the participants. However, the findings highlight the complex interplay between language ideology and practical usage, revealing nuances in ASL's everyday application. This dynamic nature of ASL usage intersects with linguistic norms, cultural beliefs, and communication practices within the Deaf communities. Despite strong ideological attachment to ASL's SOV structure, personal beliefs do not seem to always fully align with language in daily life.

本研究以美国手语的主-宾-动（SOV）意识形态为研究对象，对聋人手语语序的感知和使用进行了定性研究。本研究通过对10名聋人参与者的访谈，探讨了他们对“美国手语是一种SOV语言”这一意识形态的看法，并考察了他们对美国手语中SOV和SVO词序的偏好。这些偏好与参与者的教育背景、家庭背景和接触美国手语有关。尽管他们有不同的经历，但对美国手语SOV结构的信念在参与者中仍然普遍存在。然而，研究结果强调了语言意识形态和实际使用之间复杂的相互作用，揭示了美国手语日常应用中的细微差别。美国手语使用的这种动态特性与聋人社区的语言规范、文化信仰和交流实践相交叉。尽管对美国手语的SOV结构有着强烈的意识形态依恋，但个人信仰似乎并不总是与日常生活中的语言完全一致。

引用次数: 0

Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education 评估EMI高等教育中新兴多语言作家学术写作的翻译方法

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-05 DOI: 10.1016/j.linged.2025.101403

Daniel H. Chang , Qinghua Chen , Angel Mei Yi Lin

Drawing from the first author's teaching experience in a first-year disciplinary writing course and observations, this article develops a theory to address the limitations of standardized language tests in assessing multilingual writers’ skills. These tests emphasize formulaic tasks that do not align with the complexities of university writing activities, such as reflection, or argumentation. The first author's observation of 25 first-year writers engaging with institutional writing support services reveal that academic writing is a complex process, rarely captured by standardized tests. We propose the Reflective Writing Space (RWS) model, a paradigm-shifting framework that reconceptualizes writing assessment through three interconnected dimensions: content & context, skill development, and language use and proficiency. This model advocates for a more inclusive and interactive approach that actively engages students, tutors, and instructors in teaching writing. We conclude with practical recommendations for implementing the RWS framework to better support multilingual writers’ academic writing development.

根据第一作者在一年级学科写作课程中的教学经验和观察，本文发展了一个理论来解决标准化语言测试在评估多语言作家技能方面的局限性。这些测试强调的是公式化的任务，与大学写作活动的复杂性不一致，比如反思或论证。第一作者观察了25位参与机构写作支持服务的一年级作家，发现学术写作是一个复杂的过程，很少被标准化测试捕获。我们提出反思写作空间（RWS）模型，这是一个范式转换框架，通过三个相互关联的维度重新定义写作评估：内容；语境，技能发展，语言使用和熟练程度。这种模式提倡一种更具包容性和互动性的方法，积极地让学生、导师和教师参与写作教学。最后，我们提出了实施RWS框架的实用建议，以更好地支持多语种作家的学术写作发展。

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引用次数: 0

Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks 每个学科都有自己的语言模式——德语stem教科书说明文文本的语言特征模式

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-03 DOI: 10.1016/j.linged.2025.101405

Nadine Cruz Neri , Sascha Bernholt , Hendrik Härtig

STEM education relies heavily on written language that students need to process in order to understand expository texts in the school context. Prior research indicates that students are challenged by certain linguistic features (LFs) prevalent in expository texts. Therefore, it is important that teachers support students adequately in their comprehension process. For German textbooks, however, research that examines which LFs are prevalent in which STEM subject is missing. In this study, we exploratively analyze the patterns of LFs of different STEM subjects (biology, chemistry, geography, mathematics, physics). For this, we examined 398 German texts extracted from 32 secondary textbooks. We found that some LFs are more prevalent in certain STEM subjects than in others. The found patterns of LFs hold the potential to provide concrete starting points for teachers to adequately support their students in processing the LFs of their respective STEM subject. Further implications and limitations are discussed.

STEM教育在很大程度上依赖于学生需要处理的书面语言，以便理解学校背景下的说明文。先前的研究表明，学生受到说明文中普遍存在的某些语言特征（LFs）的挑战。因此，教师在学生的理解过程中给予充分的支持是很重要的。然而，对于德国教科书来说，关于哪些LFs在哪个STEM学科中普遍存在的研究却缺失了。在本研究中，我们探索性地分析了不同STEM学科（生物、化学、地理、数学、物理）的LFs模式。为此，我们检查了从32本中学教科书中摘录的398篇德语课文。我们发现一些LFs在某些STEM科目中比在其他科目中更普遍。所发现的LFs模式有可能为教师提供具体的起点，以充分支持学生处理各自STEM学科的LFs。进一步的影响和限制进行了讨论。

引用次数: 0

You don’t need to prove yourself: A raciolinguistic perspective on Chinese international students’ academic language anxiety and ChatGPT use 你不需要证明自己从种族语言学角度看中国留学生的学术语言焦虑和聊天软件的使用

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-01 DOI: 10.1016/j.linged.2025.101406

Kewen Zheng

Adopting a raciolinguistic perspective, this study examines the Chinese international students’ anxiety on academic English writing under ChatGPT use and AI policing. As the baseline of language proficiency and a gatekeeper to academic achievement, academic English stands as the exclusive linguistic standard within academia. Chinese international students in the U.S. often experience different levels of anxiety in academic English writing as they are usually perceived as outsiders and linguistically deficient. In this context, AI language refining tools like ChatGPT have become a popular tool for such students to “standardize” their academic English writing. While these tools “improve” the quality of writing to some extent, they in fact exacerbate linguistic insecurity and language anxiety, because of their native-like response mode and readers’ biased policing. Through analysis of the interview data and human-AI interaction data provided by 18 Chinese international students in a U.S. graduate program, this study reveals the structural challenges faced by bilingual international students as they navigate academia in the era of ChatGPT. This paper contributes to a deeper understanding of the complexities surrounding requirement of academic English proficiency and racialized speakers’ experiences of being subjugated and engaging in self-policing in academic settings.

本研究采用种族语言学的视角，考察了ChatGPT使用和人工智能监管下中国留学生的学术英语写作焦虑。作为语言能力的基准和学术成就的看门人，学术英语在学术界是唯一的语言标准。在美国的中国留学生通常会在学术英语写作中经历不同程度的焦虑，因为他们通常被视为外来者和语言缺陷。在这种背景下，像ChatGPT这样的人工智能语言精炼工具已经成为这些学生“标准化”学术英语写作的热门工具。虽然这些工具在一定程度上“提高”了写作质量，但它们实际上加剧了语言的不安全感和语言焦虑，因为它们的反应模式与母语相似，读者的偏见监督。通过对18名在美国研究生项目学习的中国留学生提供的访谈数据和人机交互数据的分析，本研究揭示了双语国际学生在ChatGPT时代在学术界中导航所面临的结构性挑战。本文有助于更深入地理解学术英语水平要求的复杂性，以及种族化的说话者在学术环境中被征服和参与自我管理的经历。

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引用次数: 0

Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals 走向公平的课堂：青少年新兴多语言的翻译

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-02-27 DOI: 10.1016/j.linged.2025.101404

Huseyin Uysal , Zhongfeng Tian

This editorial piece provides an introduction to our special issue on instruction and assessment practices in the schooling of adolescent emergent multilinguals, and a comprehensive overview of the evolution of translanguaging from its origins to its current application as a socio-cognitive-political framework in multilingual education. We discuss its infusion in pedagogical practices to promote equitable learning opportunities for adolescent learners. The special issue highlights both the theoretical underpinnings of translanguaging and its practical applications, particularly in the underexplored area of assessment, offering a fresh perspective on fostering inclusive, dynamic, and culturally sustaining classrooms.

这篇社论文章介绍了我们关于青少年新兴多语言学校教育中的教学和评估实践的特刊，并全面概述了跨语言从起源到目前作为多语言教育中社会认知政治框架的应用的演变。我们讨论了它在教学实践中的注入，以促进青少年学习者公平的学习机会。这期特刊强调了译语的理论基础及其实际应用，特别是在评估这一尚未被充分探索的领域，为培养包容、充满活力和文化持续性的课堂提供了一个新的视角。

引用次数: 0

Navigating the emotional stickiness of belonging through scaling: A black American woman teacher's experiences in the context of teaching English abroad in Korea 通过缩放引导归属感的情感粘性：一位美国黑人女教师在韩国海外教英语的经历

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-02-22 DOI: 10.1016/j.linged.2025.101402

Jihea Maddamsetti , KaaVonia Hinton

Questions about belonging are particularly poignant to migrant English language teaching (ELT) professionals. However, few studies have explored migrant ELT professionals’ emotional belonging, and even fewer studies have studied how Black women native English teachers navigate their emotional belonging as they teach English abroad, in countries like Korea. This three-year longitudinal study explores how one Black American woman, Kayla, navigated the emotionality of belonging as she taught English in Korea. By drawing on the notions of emotional stickiness and scales, our analysis shows how emotional stickiness created key reference points for the scaling processes by which Kayla constructed a sense of belonging. By highlighting Kayla's everyday feelings of belonging vis-à-vis her scaling processes, this study deepens our understanding of migrant Black ELT professionals’ emotional lives and provides implications for ELT stakeholders at the pedagogical, programmatic, and institutional levels.

对于移民英语教学（ELT）专业人士来说，关于归属感的问题尤其尖锐。然而，很少有研究探讨移民英语专业人员的情感归属，更少的研究研究了黑人女性母语英语教师在韩国等国家教英语时如何处理他们的情感归属。这项为期三年的纵向研究探讨了一位美国黑人女性凯拉在韩国教英语时是如何驾驭归属感的。通过借鉴情感粘性和尺度的概念，我们的分析显示了情感粘性如何为凯拉构建归属感的尺度过程创造关键参考点。通过强调Kayla的日常归属感-à-vis她的缩放过程，本研究加深了我们对移民黑人英语专业人士情感生活的理解，并为教学、项目和机构层面的英语教学利益相关者提供了启示。

引用次数: 0

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