Linguistics and Education最新文献

英文中文

Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge? 英语课堂中的跨语言与跨符号化：维护大学政策还是建构知识？

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-05-07 DOI: 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.

由于英语的全球角色和地位，世界各地的大学都采用英语教学。然而，提倡EMI的政策往往忽视了其他语言、符号学资源和交流方式的重要性。这种监督强调有必要审查英语和其他语文的采用和执行过程。基于一个扩展的语言政策框架以及跨语言和跨符号化的视角，我们调查了教育工作者和学生的语言意识形态和课堂语言实践，作为对孟加拉国一所私立大学只讲英语政策的微观反应。为了深入了解这一现象，我们采用了案例研究设计，并从各种来源收集数据，包括半结构化访谈、课堂观察和刺激回忆访谈。对数据的专题分析显示，教育工作者和学生都对英语、EMI的采用和课堂教学中的语言转换持积极态度。在他们的语言实践中，由于各种认识论和教学的原因，跨语言和跨符号化是教学的一个组成部分，EMI主要用于书面话语。因此，EMI更多的是一种意识形态的表现，涉及英语以外的语言。有鉴于此，孟加拉国高等教育有必要将政策重心从只讲英语转向双语/多语。

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引用次数: 0

Metaphorical conceptualizations of knowledge in Swedish and Finnish primary school curricula 瑞典和芬兰小学课程中知识的隐喻概念化

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-05-06 DOI: 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.

本研究分析了瑞典和芬兰小学课程中与知识相关的隐喻，目的是找出这些文本中知识是如何概念化的。隐喻的分析采用了由Johansson Falck &；Okonski（2022, 2023）。在瑞典语和芬兰语课程中总共发现了11种主要基于意象图式的涉及知识的概念隐喻，而在瑞典语课程中仅发现了另外两种。基于映像模式，最常见的是in-out和process。结果表明，尽管瑞典语和芬兰语是不相关的语言，但瑞典语和芬兰语小学课程中的知识概念化在很大程度上相似。然而，也存在差异，我们认为这部分是由于两种学校系统对教育和知识的不同看法。

引用次数: 0

Motivating rural EFL students in multimodal teaching 在多模式教学中激励农村英语学生

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-04-30 DOI: 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.

以练习为主的英语教学，往往使台湾农村地区的学生失去学习动力。由于许多研究将多模态教学与动机联系起来，因此本研究旨在将多模态教学引入农村小学土著学生社区的五年级班级，并探讨其与动机的关系。收集的数据包括问卷调查、访谈、教学视频、学生手工制品和我的反思日志。研究发现，多模式教学通过为参与者提供使用他们的感官，利用文化和个人资源以及建立更平等的权力关系的机会来激励参与者学习英语。本研究建议教师应运用艺术、歌唱、戏剧、舞蹈和语言来提高学生的学习动机。这项研究意义重大，因为很少有研究探索多模式教学和动机(Jacob, 2012；江,Luk, 2016)以及农村和土著学生。

引用次数: 0

Healthy candy canes and magic ramen: Do concept maps show knowledge, language and cultural connections? 健康拐杖糖和神奇拉面：概念图能显示知识、语言和文化联系吗？

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-04-29 DOI: 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.

在科学教育中，概念图通常用于教学、学习和评估。然而，这个研究小组认为，除了显示一个人对一个主题的了解之外，概念图还显示了哪些语言选择对学习者有帮助，并暗示了嵌入在地图中的个人经历。这项混合方法研究使用了美国一个多语种小学课后科学俱乐部的概念图，以展示学生如何利用各种可用资源来交流他们的科学思想。研究结果显示，学生们将自己定位为有能力的知者，在绘制地图时灵活选择语言，并结合个人经验。本研究还补充了关于正当化语码理论（LCT）的文献，因为LCT自主语码的新应用强调了学习者在理解目标内容并与目标内容建立个人联系时的帮助。

引用次数: 0

Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay 探讨亲子作业动态中的儿童能动性与定位：学习五段文写作

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-04-26 DOI: 10.1016/j.linged.2025.101429

Kate Shea , Kade Downs , Angel Steadman , Hayriye Kayi-Aydar

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。

引用次数: 0

Arabic language tutors’ beliefs on including regional varieties in undergraduate degree courses in England 阿拉伯语教师对在英国本科学位课程中纳入地区语言种类的看法

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-04-25 DOI: 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.

尽管人们认识到阿拉伯语是一种具有多个地区变体（rv）的二元语言，现代标准阿拉伯语（MSA）仍然是英国教育工作者的优先事项。本研究通过12次定性、半结构化访谈，调查了导师们对将房车纳入课程的看法。访谈对象来自英国9所提供以阿拉伯语为主的本科学位课程的高等教育机构（HEIs）中的8所。研究结果表明，导师的信念往往受到主流语言意识形态的影响。然而，有越来越多的证据表明，一些高等教育机构通过同时教授MSA和rv来接受阿拉伯语的双元学、多方言性质，导师们也越来越多地提高了对阿拉伯语使用的社会语言学现实的认识。然而，由于这并不总是课程的正式组成部分，并不是所有的学习者都受益。这些发现强调了专业发展的必要性，以支持导师将课程内容与阿拉伯语的社会语言学现实相结合。

引用次数: 0

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 学术话语教学与研究转型的公平与方法论进步特刊评论。寻找共同点：为学术论述和学生成功建设教师和学生能力的前进道路

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-04-25 DOI: 10.1016/j.linged.2025.101428

Alison L. Bailey , Louise C. Wilkinson

引用次数: 0

Frequency and framing keywords in EMI: A comparison of two lecturers EMI中的频率与框架关键词：两位讲师之比较

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-04-24 DOI: 10.1016/j.linged.2025.101422

Joseph Siegel

English medium instruction (EMI) courses can present challenges for both lecturers and students. The lecturer’s planning and delivery of lecture content, especially in terms of spoken output, has rarely been investigated. This study focused on an analysis of two university lectures from different disciplines. In pre-lecture discussions with the researcher, lecturers had indicated a set of key concepts and important words that they expected the students to recognize and learn more about during the lectures. Based on those lists, the lecture transcripts were scrutinized in terms of keyword frequency as well as in relation to Sinclair and Coulthard’s (1975) framework for understanding classroom discourse and speaker output, which allowed patterns of keyword use within lecture discourse to be identified. Comparative results from the analysis showed keywords being more frequent in the Sociology lecture than in the Robotics class. In terms of patterns of lecturer output, the majority of keywords were included in the categories “Informative” and “Comment”; however, quantitative and proportional differences in these patterns were also observed. Practical advice for EMI lecturers in relation to keyword frequency and framing is offered to account for language proficiency levels of teachers and/or students in similar higher education contexts.

英语媒介教学（EMI）课程对教师和学生都提出了挑战。演讲者对演讲内容的计划和传递，特别是在口语输出方面，很少被调查。本研究着重分析了两所大学不同学科的讲座。在课前与研究者的讨论中，讲师已经指出了一组他们希望学生在讲座中认识和学习更多的关键概念和重要词汇。在这些列表的基础上，根据关键词频率以及辛克莱和库特哈德（1975）关于理解课堂话语和演讲者输出的框架，对演讲文本进行了仔细审查，从而确定了演讲话语中关键词使用的模式。对比分析结果显示，社会学课堂上的关键词使用频率高于机器人课堂。从讲师的输出模式来看，“信息”和“评论”类别中包含的关键词居多；然而，这些模式的数量和比例差异也被观察到。为EMI讲师提供了有关关键词频率和框架的实用建议，以说明类似高等教育背景下教师和/或学生的语言熟练程度。

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引用次数: 0

Latina dual language teacher candidates’ language ideologies in flux: Disrupting dominant narratives on the path to becoming teachers 拉丁裔双语教师候选人的语言意识形态流变：在成为教师的道路上打破主导叙事

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-04-09 DOI: 10.1016/j.linged.2025.101419

Patricia Ferreyra

Emerging research on language ideologies is increasingly concentrating on Latinx bilingual Dual Language Teacher Candidates (DLTCs), an underrepresented demographics in scholarly work. However, shifts in their language ideologies over time have been understudied. DLTCs enact and articulate a range of language ideologies which, if unexamined, may perpetuate oppression for minoritized students. Utilizing a raciolinguistic framework, this critical qualitative study investigated the language ideologies of four Latina English-Spanish DLTCs over the course of their teacher preparation. The goal was to examine how any ideological shifts shaped their identities as bilingual speakers and educators. Findings revealed that influenced by coursework and student-teaching experiences, the DLTCs followed distinct, non-linear trajectories toward anti-oppressive language ideologies–although they also expressed tensions, at times (Henderson, 2022). These findings underscore the importance of creating spaces and opportunities for ongoing critical reflection in teacher preparation and beyond to challenge and dismantle White supremacist perspectives on language.

语言意识形态的新兴研究越来越多地集中在拉丁双语双语双语教师候选人（DLTCs）上，这是一个在学术工作中代表性不足的人口统计数据。然而，他们的语言意识形态随时间的变化一直没有得到充分的研究。DLTCs制定并阐明了一系列语言意识形态，如果不加以审查，可能会使少数民族学生受到长期压迫。利用种族语言学框架，本批判性定性研究调查了四个拉丁裔英语-西班牙语DLTCs在教师准备过程中的语言意识形态。目的是研究意识形态的转变是如何塑造他们作为双语使用者和教育者的身份的。研究结果显示，受课程作业和学生教学经验的影响，DLTCs遵循着独特的非线性轨迹，朝着反压迫性语言意识形态发展——尽管他们有时也表现出紧张（Henderson, 2022）。这些发现强调了在教师准备和其他方面为持续的批判性反思创造空间和机会的重要性，以挑战和消除白人至上主义者对语言的看法。

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引用次数: 0

Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners 译语：青少年多语学习者公平导向的教学和评估实践的概念基础

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-03-28 DOI: 10.1016/j.linged.2025.101418

Alison L. Bailey, Megan E. Abraham, Juno Yingzhi Dong, Ines M. Torres, Yifei Phoebe Wang, Edwin Zamora, Xizi Zhang

The empirical papers in this Special Issue operationalize translanguaging in the context of diverse instructional and assessment practices with adolescent multilingual students. The different conceptualizations that guide their research questions, analyses and interpretations are described and connections between them and the current literature on translanguaging and other relevant fields are made. Additional aspects of the translanguaging construct as it relates to both equitable educational practices and the specifics of adolescent learners are then raised. These considerations include the reciprocal relationships between developments during adolescence and translanguaging practices, and how a translanguaging lens can help reveal the ways instruction and assessment can be asset-based, authentic and valid for adolescent multilingual learners.

本特刊的实证论文在不同的教学和评估实践的背景下对多语言青少年学生进行了操作。描述了指导他们的研究问题、分析和解释的不同概念，并将他们与当前关于译语和其他相关领域的文献联系起来。然后提出了跨语言结构的其他方面，因为它涉及公平的教育实践和青少年学习者的具体情况。这些考虑包括青春期发展与跨语言实践之间的相互关系，以及跨语言视角如何有助于揭示对青少年多语言学习者来说，教学和评估可以以资产为基础、真实有效的方式。

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