Linguistics and Education最新文献

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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 : 2025-06-01 Epub 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

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 : 2025-06-01 Epub 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。

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 : 2025-06-01 Epub 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

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 : 2025-06-01 Epub 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

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 : 2025-06-01 Epub 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

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 : 2025-06-01 Epub 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

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 : 2025-06-01 Epub 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

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 : 2025-06-01 Epub 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 : 2025-06-01 Epub Date: 2025-04-25 DOI: 10.1016/j.linged.2025.101428

Alison L. Bailey , Louise C. Wilkinson

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 : 2025-06-01 Epub 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。

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