Pub Date : 2025-02-20DOI: 10.1016/j.linged.2025.101399
Jasone Cenoz , Durk Gorter
English is learned by most students in Europe but there are significant differences regarding proficiency in English between European countries. This paper focuses on learning English in the Basque Autonomous Community where proficiency in English has improved in the last years but is related to the students’ socioeconomic and educational background. English is a third or additional language used both as a school subject and in some cases as the medium of instruction, alongside Basque and Spanish. The paper presents a pedagogical reflection on the potential of translanguaging to optimize the benefits of multilingualism to enhance linguistic and academic achievements among multilingual adolescents while mitigating existing inequalities. Additionally, the paper stresses the need for flexible language practices and translanguaging in assessment, addressing both linguistic and content-related contexts.
{"title":"The potential of pedagogical translanguaging in English language and in English-medium content classes","authors":"Jasone Cenoz , Durk Gorter","doi":"10.1016/j.linged.2025.101399","DOIUrl":"10.1016/j.linged.2025.101399","url":null,"abstract":"<div><div>English is learned by most students in Europe but there are significant differences regarding proficiency in English between European countries. This paper focuses on learning English in the Basque Autonomous Community where proficiency in English has improved in the last years but is related to the students’ socioeconomic and educational background. English is a third or additional language used both as a school subject and in some cases as the medium of instruction, alongside Basque and Spanish. The paper presents a pedagogical reflection on the potential of translanguaging to optimize the benefits of multilingualism to enhance linguistic and academic achievements among multilingual adolescents while mitigating existing inequalities. Additionally, the paper stresses the need for flexible language practices and translanguaging in assessment, addressing both linguistic and content-related contexts.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101399"},"PeriodicalIF":1.6,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-14DOI: 10.1016/j.linged.2025.101400
Kevin W.H. Tai
{"title":"Corrigendum to “Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad” [Linguistics and Education 78 (2023) 101227]","authors":"Kevin W.H. Tai","doi":"10.1016/j.linged.2025.101400","DOIUrl":"10.1016/j.linged.2025.101400","url":null,"abstract":"","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101400"},"PeriodicalIF":1.6,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-14DOI: 10.1016/j.linged.2025.101401
Kevin W.H. Tai , Miaomiao Zuo
{"title":"Corrigendum to “The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials” [Linguistics and Education 83 (2024) 101311]","authors":"Kevin W.H. Tai , Miaomiao Zuo","doi":"10.1016/j.linged.2025.101401","DOIUrl":"10.1016/j.linged.2025.101401","url":null,"abstract":"","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101401"},"PeriodicalIF":1.6,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-13DOI: 10.1016/j.linged.2025.101397
Waqar Ali Shah , Qammar-un-nisa Jatoi , Ume Rabab Shah
Our ecosystem has suffered severe material and epistemic damages as a consequence of contemporary neoliberal forces and Eurocentric onto-epistemologies in the Anthropocene era. These epistemic damages are also visible in how ELT textbooks are designed in local contexts. Informed by posthumanism and Southern epistemology, the present study analyzes the discursive/semiotic representation of nature, environment and human-nature relations in English language textbooks in Sindh province of Pakistan – highly affected climate region in South Asia. The study used Eco-CLA and multimodality as theoretical frameworks. The findings suggest that the English textbooks fail to incorporate localized sustainable thinking as well as lack references to marginalized communities affected by deteriorating ecological conditions in Pakistan. Instead, the textbooks tend to normalize the unsustainable stories connecting learning to the physical world in an anthropocentric, aestheticized, and neoliberal consumerist manner, while disregarding nonhuman entities as sentient entities. In light of our findings, we call for posthumanist discursive reparations informed by Southern epistemologies in order to rethink the writing of textbooks in ecologically affected global regions, including Sindh – the authors’ geo-epistemic context. This requires shifting away from anthropocentric disembodied conception of world to an embodied world characterized by nonduality, co-existence, entanglement and harmony.
{"title":"De-centering the anthropocentric worldview in language textbooks: A posthumanist call for discursive reparations for sustainable ELT","authors":"Waqar Ali Shah , Qammar-un-nisa Jatoi , Ume Rabab Shah","doi":"10.1016/j.linged.2025.101397","DOIUrl":"10.1016/j.linged.2025.101397","url":null,"abstract":"<div><div>Our ecosystem has suffered severe material and epistemic damages as a consequence of contemporary neoliberal forces and Eurocentric onto-epistemologies in the Anthropocene era. These epistemic damages are also visible in how ELT textbooks are designed in local contexts. Informed by posthumanism and Southern epistemology, the present study analyzes the discursive/semiotic representation of nature, environment and human-nature relations in English language textbooks in Sindh province of Pakistan – highly affected climate region in South Asia. The study used Eco-CLA and multimodality as theoretical frameworks. The findings suggest that the English textbooks fail to incorporate localized sustainable thinking as well as lack references to marginalized communities affected by deteriorating ecological conditions in Pakistan. Instead, the textbooks tend to normalize the unsustainable stories connecting learning to the physical world in an anthropocentric, aestheticized, and neoliberal consumerist manner, while disregarding nonhuman entities as sentient entities. In light of our findings, we call for posthumanist discursive reparations informed by Southern epistemologies in order to rethink the writing of textbooks in ecologically affected global regions, including Sindh – the authors’ geo-epistemic context. This requires shifting away from anthropocentric disembodied conception of world to an embodied world characterized by nonduality, co-existence, entanglement and harmony.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101397"},"PeriodicalIF":1.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-04DOI: 10.1016/j.linged.2025.101396
Alison L. Bailey , Louise C. Wilkinson
{"title":"Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue","authors":"Alison L. Bailey , Louise C. Wilkinson","doi":"10.1016/j.linged.2025.101396","DOIUrl":"10.1016/j.linged.2025.101396","url":null,"abstract":"","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101396"},"PeriodicalIF":1.6,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101382
Julie A. Washington , Iheoma U. Iruka
This paper underscores how the multidimensionality of racism, such as cultural, systemic, and interpersonal biases, influences the early language development and support of African American English (AAE) speakers, as well as calling attention to the linguistic capital of AAE that is often not given prestige in contrast to General American English (GAE). Using a case study of early educators in a Black-majority preschool program, this paper sheds light on early educators’ knowledge, attitudes, professional preparation and needs regarding meeting the educational needs of AAE speakers; caution is warranted due to the small sample size and single source. Nevertheless, the findings from this case study are examined through an anti-racist and anti-linguicism lens, calling for a transformative linguistic approach, translanguaging, that recognizes the injustice of requiring African American children to demonstrate linguistic flexibility by switching codes. This requires their cognitive resources to be allocated to learning the language of the classroom along with other academic and social skills without allowing them access to their full linguistic repertoires. In addition to more research regarding educators’ knowledge, attitudes, and professional preparation regarding AAE, this paper calls for transformative training and ideology shifting, coupled with structural changes, to support early educators to accept the use of dialects used by children by recognizing that each language and language variety is utilized in different spaces for specific functions.
{"title":"Linguistic justice: Addressing linguistic variation of black children in teaching and learning","authors":"Julie A. Washington , Iheoma U. Iruka","doi":"10.1016/j.linged.2024.101382","DOIUrl":"10.1016/j.linged.2024.101382","url":null,"abstract":"<div><div>This paper underscores how the multidimensionality of racism, such as cultural, systemic, and interpersonal biases, influences the early language development and support of African American English (AAE) speakers, as well as calling attention to the linguistic capital of AAE that is often not given prestige in contrast to General American English (GAE). Using a case study of early educators in a Black-majority preschool program, this paper sheds light on early educators’ knowledge, attitudes, professional preparation and needs regarding meeting the educational needs of AAE speakers; caution is warranted due to the small sample size and single source. Nevertheless, the findings from this case study are examined through an anti-racist and anti-linguicism lens, calling for a transformative linguistic approach, translanguaging, that recognizes the injustice of requiring African American children to demonstrate linguistic flexibility by switching codes. This requires their cognitive resources to be allocated to learning the language of the classroom along with other academic and social skills without allowing them access to their full linguistic repertoires. In addition to more research regarding educators’ knowledge, attitudes, and professional preparation regarding AAE, this paper calls for transformative training and ideology shifting, coupled with structural changes, to support early educators to accept the use of dialects used by children by recognizing that each language and language variety is utilized in different spaces for specific functions.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101382"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101378
Monica Shank Lauwo
Dominant approaches to literacy education privilege White middle-class norms, creating urgent need to reconceptualize literacy and decentre Whiteness in teacher education. This study examines the role of three-part multiliteracies autobiographies in supporting teacher candidates (TCs) to reconceptualize literacy while considering possibilities for equity-oriented antiracist pedagogy. Conducted in a literacy methods course at a Canadian university, this critical action research study employs raciolinguistics, critical antiracism, and multiliteracies as theoretical lenses to investigate: How can multiliteracies autobiographies support TCs’ reconceptualization of literacy? How can these assignments contribute to TCs’ critical orientations towards antiracism, equity, and linguistic diversity? Analysis of multimodal autobiographies and critical reflections demonstrate TCs’ reimaginations of literacy in ways that denaturalize Whiteness, growing courage to critically engage with race, and development of concrete pedagogical ideas for more equitably supporting racialized multilinguals. Implications centre on heightening critical reflexivity and explicit engagement with race and identity in antiracist teacher education.
{"title":"Reconceptualizing literacy and disrupting Whiteness: Multiliteracies autobiographies in teacher education","authors":"Monica Shank Lauwo","doi":"10.1016/j.linged.2024.101378","DOIUrl":"10.1016/j.linged.2024.101378","url":null,"abstract":"<div><div>Dominant approaches to literacy education privilege White middle-class norms, creating urgent need to reconceptualize literacy and decentre Whiteness in teacher education. This study examines the role of three-part multiliteracies autobiographies in supporting teacher candidates (TCs) to reconceptualize literacy while considering possibilities for equity-oriented antiracist pedagogy. Conducted in a literacy methods course at a Canadian university, this critical action research study employs raciolinguistics, critical antiracism, and multiliteracies as theoretical lenses to investigate: How can multiliteracies autobiographies support TCs’ reconceptualization of literacy? How can these assignments contribute to TCs’ critical orientations towards antiracism, equity, and linguistic diversity? Analysis of multimodal autobiographies and critical reflections demonstrate TCs’ reimaginations of literacy in ways that denaturalize Whiteness, growing courage to critically engage with race, and development of concrete pedagogical ideas for more equitably supporting racialized multilinguals. Implications centre on heightening critical reflexivity and explicit engagement with race and identity in antiracist teacher education.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101378"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101361
Juan Dong, Yawen Han
The global whim to introduce EMI policy in higher education is often accompanied by neoliberal discourses without considering the emotional effects on stakeholders. Following a critical post-structuralist lens, this qualitative study examines how the implementation of EMI impacts the emotions and agency of international students in Southwest China. The findings revealed that despite the neoliberal ideals of EMI leading to international students’ emotions of hope, pride, and expectation about their future employment and academic pursuits, they encountered many emotional struggles resulting from institutional classroom segregation, English insufficiency, and high-stake exams. To empower themselves and alleviate those emotional challenges, international students, as entreprenurial subjects, adopted agencies by exploiting digital space, seeking peer support and utilizing the local linguistic learning resources. The study closes with implications to promote students’ emotional awareness in policy making and implementation, calling for creating inclusive and supportive learning environments that optimize students’ academic success and overall well-being.
{"title":"“We feel excluded and isolated”: Multilingual international students’ emotions and agency in an EMI program","authors":"Juan Dong, Yawen Han","doi":"10.1016/j.linged.2024.101361","DOIUrl":"10.1016/j.linged.2024.101361","url":null,"abstract":"<div><div>The global whim to introduce EMI policy in higher education is often accompanied by neoliberal discourses without considering the emotional effects on stakeholders. Following a critical post-structuralist lens, this qualitative study examines how the implementation of EMI impacts the emotions and agency of international students in Southwest China. The findings revealed that despite the neoliberal ideals of EMI leading to international students’ emotions of hope, pride, and expectation about their future employment and academic pursuits, they encountered many emotional struggles resulting from institutional classroom segregation, English insufficiency, and high-stake exams. To empower themselves and alleviate those emotional challenges, international students, as entreprenurial subjects, adopted agencies by exploiting digital space, seeking peer support and utilizing the local linguistic learning resources. The study closes with implications to promote students’ emotional awareness in policy making and implementation, calling for creating inclusive and supportive learning environments that optimize students’ academic success and overall well-being.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101361"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101381
Fergal Bradley
This practitioner-research (PR) paper examines Finnish university students’ learning experiences in an autonomy-focused English course through the lens of linguistic mudes. Mudes have been described as the change from being a learner to being a user of a language, an idea also common in learner autonomy. Following language counselling (also known as advising) sessions, the author recorded and reflected on student stories in a counselling journal, examining how the concept of mudes mapped on to students’ learning experiences in the course. The study employs Exploratory Practice (EP), Reflective Practice (RP), and Narrative Inquiry (NI) to develop a pedagogically sustainable and context-sensitive approach to PR, particularising mudes to the author's counselling practice. Reflexive thematic analysis of the journal generates four distinct learning narratives, corresponding and contrasting with the idea of mudes. These narratives illustrate how PR approaches can contribute both to local knowledge and practices and to wider research and practice communities.
{"title":"From a learner to a user? Exploring learning in language counselling through the lens of linguistic mudes","authors":"Fergal Bradley","doi":"10.1016/j.linged.2024.101381","DOIUrl":"10.1016/j.linged.2024.101381","url":null,"abstract":"<div><div>This practitioner-research (PR) paper examines Finnish university students’ learning experiences in an autonomy-focused English course through the lens of linguistic <em>mudes. Mudes</em> have been described as the change from being a learner to being a user of a language, an idea also common in learner autonomy. Following language counselling (also known as advising) sessions, the author recorded and reflected on student stories in a counselling journal, examining how the concept of <em>mudes</em> mapped on to students’ learning experiences in the course. The study employs Exploratory Practice (EP), Reflective Practice (RP), and Narrative Inquiry (NI) to develop a pedagogically sustainable and context-sensitive approach to PR, particularising <em>mudes</em> to the author's counselling practice. Reflexive thematic analysis of the journal generates four distinct learning narratives, corresponding and contrasting with the idea of <em>mudes</em>. These narratives illustrate how PR approaches can contribute both to local knowledge and practices and to wider research and practice communities.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101381"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101380
Sergio Loza
This ethnographic study examines one instructor's Oral Corrective Feedback (OCF) practices as conceptualized based on the interactionist framework, involving four Spanish heritage language (SHL) learners in a beginning-level community college Spanish classroom. Based on analysis of interview and observational classroom data, the findings reveal how the instructor's OCF embodies language ideologies and imposes dominant norms on learners. Findings also describe how the instructor's OCF practices contain ideologically charged metalinguistic commentary that reinforces her subtractive teaching philosophy with regard to SHL learners. OCF as conceptualized within the interactionist framework is considered an inherently neutral practice that can facilitate language learning but the findings from this study call this assumption into question. Moreover, the study validates a need for alternative analytic frameworks that connect OCF to SHL pedagogy to further clarify its use with SHL learners.
{"title":"“Did you have some kind of blow to the head?”: Spanish heritage language learners, language ideologies and oral corrective feedback","authors":"Sergio Loza","doi":"10.1016/j.linged.2024.101380","DOIUrl":"10.1016/j.linged.2024.101380","url":null,"abstract":"<div><div>This ethnographic study examines one instructor's Oral Corrective Feedback (OCF) practices as conceptualized based on the interactionist framework, involving four Spanish heritage language (SHL) learners in a beginning-level community college Spanish classroom. Based on analysis of interview and observational classroom data, the findings reveal how the instructor's OCF embodies language ideologies and imposes dominant norms on learners. Findings also describe how the instructor's OCF practices contain ideologically charged metalinguistic commentary that reinforces her subtractive teaching philosophy with regard to SHL learners. OCF as conceptualized within the interactionist framework is considered an inherently neutral practice that can facilitate language learning but the findings from this study call this assumption into question. Moreover, the study validates a need for alternative analytic frameworks that connect OCF to SHL pedagogy to further clarify its use with SHL learners.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101380"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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