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Resolving asymmetry of access in peer interactions during digital tasks in EFL classrooms 解决英语语言课堂数字任务期间同伴互动中的访问不对称问题
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-03-28 DOI: 10.1016/j.linged.2024.101287
Minttu Vänttinen

In face-to-face classrooms, when mutual visual and/or aural access to a digital device is needed but lacking during digital tasks, participants display an orientation to asymmetric access and resolve the issue through multimodal resources. This study examines the trajectory of negotiating access to digital devices held or handled by a coparticipant in peer classroom interactions. The data are audio-video recordings from English as a Foreign Language (EFL) classrooms, where individual and collaborative learning tasks are performed on or with digital devices. The findings show that pupils seek access to devices mainly through embodiment, such as body shifts, and rearranging material resources, and display a preference for not touching a device held by another pupil. Overall, the negotiation process reflects different types of situated roles and authority. The study contributes to an understanding of peer interaction around digital devices and offers important pedagogical implications for the implementation of technology in classrooms.

在面对面的课堂上,当需要在视觉和/或听觉上相互接触数字设备,但在完成数字任务时却缺乏这种接触时,参与者会表现出一种不对称接触的取向,并通过多模态资源来解决问题。本研究探讨了在同伴课堂互动中,共同参与者通过协商获取其所持有或处理的数字设备的轨迹。研究数据来自英语作为外语(EFL)的课堂录音录像,在这些课堂中,个人和协作学习任务都是通过或使用数字设备完成的。研究结果表明,学生主要通过身体移动和重新排列材料资源等体现方式来获取设备,并表现出不接触其他学生所持设备的偏好。总体而言,协商过程反映了不同类型的情景角色和权威。这项研究有助于人们了解围绕数字设备的同伴互动,并为在教室中实施技术提供了重要的教学意义。
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引用次数: 0
Peer-advice in practical nursing study circles: Demonstrating knowing-that and knowing-how in sequences that contain reported speech 实用护理学习圈中的同伴建议:在包含报告语言的序列中展示 "知道 "和 "知道如何
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-03-22 DOI: 10.1016/j.linged.2024.101274
Saija Merke , Mika Simonen

This study analyzes the peer-advice produced by practical nursing students in a study circle in which advisors provide low-threshold support. Our videotaped and transcribed data make a case for a conversation analytic study to investigate the sequences of talk involving students who narrate conflictual care situations and present the necessity of care giving in the form of advice. The study presents two action types of peer-advice given by students. These two action types involve students who base their advice either on knowing-that or on their practical knowing-how. More concretely, we determine the interactional devices linked to the advising used in narratives, such as reported speech and its sequential adjacency to necessive zero-person constructions. Students use these devices to demonstrate their expertise as well as to construct themselves as morally and ethically reliable caregivers. In terms of implications, the study demonstrates that peer-interaction in a study circle among those who are quasi equals provides an appropriate environment to discuss the practical dilemmas encountered in high-conflict patient care situations and this enables students to achieve expert and successful learner status.

本研究分析了实用护理专业学生在学习圈中提出的同伴建议,在学习圈中,顾问提供低门槛支持。我们录制并转录的数据表明,可以通过会话分析研究来调查学生的谈话序列,这些学生讲述了冲突性护理情况,并以建议的形式阐述了提供护理的必要性。本研究介绍了学生提供同伴建议的两种行为类型。这两种行动类型涉及学生根据 "知道"(know-that)或 "实际知道"(know-how)提出建议。更具体地说,我们确定了与叙述中使用的建议有关的互动手段,如报告性言语及其与必要的零人结构的顺序毗邻关系。学生利用这些手段来展示自己的专业知识,并将自己塑造成道德和伦理上可靠的照顾者。就意义而言,该研究表明,在学习圈中,准平等者之间的同伴互动为讨论在高冲突病人护理情况下遇到的实际困境提供了一个适当的环境,这使学生能够获得专家和成功学习者的地位。
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引用次数: 0
Constructing the 'New Worker-Self': Discursive Strategies in 'English Works!' Program brochures within the Pakistani Education System 构建 "新工人自我":英语有用!"计划宣传册中的话语策略巴基斯坦教育系统中的课程手册
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-03-22 DOI: 10.1016/j.linged.2024.101289
Rukhsana Ali , Rauha Salam-Salmaoui

In the context of globalization, the emergence of the "new worker-self" archetype has gained attention, with English proficiency playing a crucial role in Pakistan's socio-economic landscape. This study examines the 'English Works!' program brochures using Foucauldian theory to understand the construction of the "new worker-self" narrative and its alignment with global discourses. Through discursive strategies like student testimonials and skills emphasis, the brochures promote individual agency and market-oriented skills. However, this focus on skills may overlook structural inequalities and broader educational goals, emphasizing the need for a holistic approach to education. The study contributes to understanding the interplay of neoliberal ideologies, skills acquisition, and subjectivities in the global labor market.

在全球化背景下,"新工人-自我 "原型的出现备受关注,英语能力在巴基斯坦的社会经济格局中扮演着至关重要的角色。本研究运用福柯理论研究了 "English Works!"项目的宣传册,以了解 "新工人-自我 "叙事的构建及其与全球话语的一致性。通过学生感言和强调技能等话语策略,宣传册宣传了个人能动性和以市场为导向的技能。然而,这种对技能的关注可能会忽视结构性不平等和更广泛的教育目标,从而强调需要一种全面的教育方法。本研究有助于理解全球劳动力市场中新自由主义意识形态、技能学习和主体性之间的相互作用。
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引用次数: 0
Student writing in higher education: From texts to practices to textual practices 高等教育中的学生写作:从文本到实践再到文本实践
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-03-11 DOI: 10.1016/j.linged.2023.101247
Gustav Lymer , Oskar Lindwall , Christian Greiffenhagen

In this article, recordings of academic supervision interactions are examined to inform a discussion of how ‘texts’ and ‘practices’ have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate the relevance of proximal textual practices as an intermediary between texts and the more abstract dimensions of practice targeted by AL, such as ideology, power, and institutional processes. Thereby we extend initiatives in AL to highlight direct interaction between learners and tutors as central to academic literacies pedagogy, and demonstrate the potential of detailed conversation analytic and ethnomethodological analysis for shedding light on the practices within which texts are embedded in the learning and teaching of academic writing.

本文通过对学术监督互动的录音进行研究,为讨论学术文学(AL)研究中如何对 "文本 "和 "实践 "进行概念化提供信息。AL视角促进了研究重点的转移,即从作为语言对象的文本转向文本所蕴含的实践。以民族方法论和会话分析为出发点,我们证明了近似文本实践作为文本与 AL 所针对的更为抽象的实践层面(如意识形态、权力和制度过程)之间的中介的相关性。因此,我们扩展了 AL 的倡议,强调学习者与导师之间的直接互动是学术扫盲教学法的核心,并展示了详细的会话分析和人种方法学分析在揭示学术写作学习和教学中文本嵌入的实践方面的潜力。
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引用次数: 0
Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education 连接时序和语言意识形态:教育工作者对移民在职业教育中使用多数人语言的看法
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-03-06 DOI: 10.1016/j.linged.2024.101286
Pauliina Puranen

This study explores the role of language and migrant students’ language use in the interplay of chronotopes (Bakhtin 1981) and language ideologies (Blommaert 1999) in vocational education and training (VET) in Finland. The study scrutinises how 16 educators imagined and situated migrant students’ language use and constructed values for the majority language and migrant students’ other languages. Data were gathered team-ethnographically in a VET institute. Critical sociolinguistic analysis showed that language use was spatiotemporally located in present education and present and future blue-collar worksites. In these timespaces, the majority language was valorised and viewed as a tool for graduating from VET and performing blue-collar work tasks. The findings indicate that migrant students’ imagined language use rarely extends beyond their VET education or worksites, and that their diverse language resources should thus be better considered and valued in VET.

本研究探讨了在芬兰职业教育与培训(VET)中,语言和移民学生的语言使用在时序(Bakhtin,1981 年)和语言意识形态(Blommaert,1999 年)相互作用中的作用。本研究探讨了 16 位教育工作者如何想象和定位移民学生的语言使用,以及如何构建多数民族语言和移民学生其他语言的价值观。数据是在一所职业教育与培训学院以团队人种学的方式收集的。批判性的社会语言学分析表明,语言使用的时空定位是现在的教育、现在和未来的蓝领工作场所。在这些时空里,多数人的语言受到重视,被视为从职业教育与培训毕业和从事蓝领工作的工具。研究结果表明,移民学生想象中的语言使用很少超出其职业教育与培训教育或工作场所的范围,因此,在职业教育与培训中应更好地考虑和重视他们多样化的语言资源。
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引用次数: 0
Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally 反思性谈话中的教学取向:纵向追踪共同教学职前教师的反思
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-03-04 DOI: 10.1016/j.linged.2024.101283
Emir Ertunç Havadar

Teachers operationalize various strategies to deal with lack of student participation in classroom interaction. Using longitudinal conversation analysis, this study examines three pre-service teachers’ orientations to their co-teaching in their reflections. I describe how the co-teaching pre-service teachers problematize the lack of student participation and attempt to resolve it. For this purpose, they orient to a turn allocation strategy, individual nomination, to elicit responses to their unanswered questions. I focus on the emergence and routinization of this strategy in five weeks in their reflections. The co-teachers’ use of we language in reflection sessions established the strategy as a shared practice. On the other hand, they used first-person plural and second-person singular pronouns when divergences occurred among group members. The findings suggest reflective sessions that PSTs engage in are integral to their professional development. The findings bring insights into the understanding of collaborative decision-making in reflective talk sessions.

面对学生在课堂互动中参与度不高的问题,教师们采取了多种策略。本研究通过纵向对话分析,考察了三位职前教师在反思中对共同教学的定位。我描述了共同教学中职前教师如何将学生参与不足的问题问题化,并试图解决这一问题。为此,他们采用了一种轮流分配策略--个人提名,以引出对其未解答问题的回应。在他们的反思中,我重点关注了这一策略在五周内的出现和常规化。共同教师在反思中使用 "我们 "的语言,确立了这一策略的共同实践。另一方面,当小组成员之间出现分歧时,他们使用了第一人称复数和第二人称单数代词。研究结果表明,专业教师参与的反思会是其专业发展不可或缺的一部分。研究结果为理解反思性会谈中的合作决策提供了启示。
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引用次数: 0
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students 差异即缺陷:在马绍尔和其他少数民族学生的构建中挑战差异语言
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-02-29 DOI: 10.1016/j.linged.2024.101268
Elise Berman

This paper presents a discourse analysis of the role the label “different” plays in mitigating or constructing deficit discourses of Asian-Pacific Islander students in a school in the U.S. Some scholars argue that discourses of linguistic difference play a positive role in countering deficit ideologies (e.g., Paris & Ball 2009). Others disagree, claiming that discourses of difference index deficiency (e.g., Gorski, 2016). To address this debate, I analyze a discussion with a U.S. educator and the language we used to talk about her first- and second-generation Marshallese immigrant students. Both of us were trying to speak positively about both the students and Marshallese culture. Nonetheless, “different” inadvertently functioned as an index of deficiency and had the effect of racializing Marshallese students. This analysis illuminates some of the negative impacts a focus on “difference” can have and challenges academics to reconsider the role “different” plays in their research and advocacy.

本文对 "与众不同 "这一标签在减轻或建构美国一所学校中亚太裔学生的赤字意识形态方面所起的作用进行了话语分析。另一些学者则不同意这种观点,他们认为差异论述会使缺陷指数化(如 Gorski,2016 年)。针对这一争论,我分析了与一位美国教育工作者的讨论,以及我们在谈论她的第一代和第二代马绍尔移民学生时所使用的语言。我们都试图正面评价学生和马绍尔文化。然而,"与众不同 "无意中成为了一种不足指数,并产生了将马绍尔学生种族化的效果。这一分析揭示了关注 "差异 "可能产生的一些负面影响,并要求学术界重新考虑 "差异 "在其研究和宣传中所扮演的角色。
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引用次数: 0
The gender representation of women and men in the occupational areas of STEM and care work in German textbooks 德国教科书中科技、工程、数学和护理工作职业领域的男女性别比例
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-02-29 DOI: 10.1016/j.linged.2024.101284
Bernhard Fruehwirth, Michael Heilemann, Heidrun Stoeger

Science, technology, engineering, and mathematics (STEM) occupations and care work occupations are highly segregated by gender. School textbooks play an essential socializing role in determining which occupations are perceived as typically male or female. Existing research on the gender representation of STEM and care work occupations in textbooks is limited in scope. Therefore, we used quantitative text analyses in a large sample of 202 current German textbooks to examine the gender representation of STEM and care work occupations. We used collocation analysis to explore the nature of the occupational representations, focusing on agency and communion. Men were portrayed significantly more frequently than women in STEM and care work occupations. Adjectives of agency and communion occurred rarely in the collocations. Further research is required to test our findings in other cultures and to take a more differentiated look into the use of agency and communion in textbooks.

科学、技术、工程和数学(STEM)职业和护理工作职业存在严重的性别隔离。学校教科书在决定哪些职业被认为是典型的男性或女性职业方面起着至关重要的社会化作用。现有关于教科书中 STEM 和护理工作职业性别代表性的研究范围有限。因此,我们对 202 种现行德国教科书的大量样本进行了定量文本分析,以研究 STEM 和护理工作职业的性别代表性。我们使用搭配分析来探讨职业表征的性质,重点关注代理和共生。在科学、技术、工程和数学以及护理工作职业中,男性的比例明显高于女性。在搭配中,机构和共融的形容词很少出现。还需要进一步研究,以便在其他文化中检验我们的发现,并对教科书中代理和共有的使用情况进行更深入的研究。
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引用次数: 0
Critical literacy in an indigenous elementary EFL classroom 原住民小学 EFL 课堂中的批判性读写能力
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-02-27 DOI: 10.1016/j.linged.2023.101234
Yueh-Hung Tseng

The purpose of this study was to examine what happens when indigenous students, in a Grade 6 class in rural Taiwan, critically examine EFL textbooks. Without a critical reading of textbook content, indigenous students are unable to examine unfavorable mainstream position. However, there are few English as a Foreign Language (EFL) studies on a critical literacy approach involving indigenous students. Data collected include observations and transcripts of critical literacy teaching, participants’ artifacts, responses to questionnaires, interviews, and the researcher's reflection journal. The findings show that critical literacy classes can empower indigenous students by providing alternative ways for them to view the world and lead them to discern norms and “silenced voices” in EFL textbooks, and to “cross borders” by noticing and addressing sociopolitical power, thereby repositioning their own identities. The study extends the knowledge in knowing how critical literacy work for indigenous group and gives suggestions to EFL teachers.

本研究旨在探讨台湾农村地区六年级原住民学生批判性阅读 EFL 教科书的情况。如果不对教科书内容进行批判性阅读,原住民学生就无法审视不利的主流立场。然而,涉及原住民学生的批判性阅读方法的英语作为外语(EFL)研究很少。收集的数据包括批判性识字教学的观察和记录、参与者的作品、对问卷的回答、访谈以及研究者的反思日记。研究结果表明,批判性扫盲课程可以为原住民学生提供另一种看待世界的方式,引导他们辨别 EFL 教科书中的规范和 "沉默的声音",并通过注意和应对社会政治权力来 "跨越边界",从而重新定位自己的身份。本研究扩展了对土著群体如何进行批判性扫盲的认识,并为英语教师提供了建议。
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引用次数: 0
Teachers’ management of students’ incorrect answers in oral examinations 教师如何处理学生在口试中的错误答案
IF 1.6 2区 文学 Q1 Arts and Humanities Pub Date : 2024-02-26 DOI: 10.1016/j.linged.2023.101266
Maria Njølstad Vonen

During oral examinations, students sometimes fail to provide correct answers, which creates a challenge for examiners regarding how to respond. We know much about teacher feedback in classrooms from decades of research on IRE and IRF sequences. However, less is known about feedback in oral examination contexts. This study seeks to identify how teachers, as examiners, manage incorrect answers during oral exams in Norwegian secondary schools and how their responses affect student opportunities to display knowledge. A conversation analysis of 21 incorrect answers revealed that, in 16 cases, teachers explicitly classified answers as incorrect by using other-corrections or other-initiations of correction. In four cases, teachers implicitly classified answers as incorrect using an embedded initiation of correction. The analysis further shows that other-initiations of correction create interactional spaces for students to attempt self-correction. However, teachers’ other-corrections reduce students’ opportunities to display knowledge. These findings have implications for developing oral examination policies and training materials.

在口试过程中,学生有时无法提供正确答案,这给考官如何应对带来了挑战。通过数十年来对 IRE 和 IRF 序列的研究,我们对教师在课堂上的反馈有了很多了解。然而,我们对口试情境中的反馈却知之甚少。本研究旨在确定在挪威中学的口试中,作为主考官的教师是如何处理错误答案的,以及他们的回应是如何影响学生展示知识的机会的。对21个错误答案进行的会话分析表明,在16个案例中,教师通过使用其他更正或其他主动更正,明确地将答案归类为错误答案。在 4 个案例中,教师通过内隐的主动纠正将答案归为不正确。分析进一步表明,他示更正为学生尝试自我更正创造了互动空间。然而,教师的他纠减少了学生展示知识的机会。这些发现对制定口试政策和编写培训材料具有启示意义。
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引用次数: 0
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Linguistics and Education
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