Pub Date : 2025-06-01Epub Date: 2025-04-29DOI: 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.
{"title":"Healthy candy canes and magic ramen: Do concept maps show knowledge, language and cultural connections?","authors":"Barbara Ettenauer , Cory Buxton , Jingtian Yu , Yanming Di","doi":"10.1016/j.linged.2025.101423","DOIUrl":"10.1016/j.linged.2025.101423","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101423"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888020","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 : 2025-06-01Epub Date: 2025-05-07DOI: 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.
{"title":"Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?","authors":"Mohammad Mosiur Rahman , Guangwei Hu","doi":"10.1016/j.linged.2025.101424","DOIUrl":"10.1016/j.linged.2025.101424","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101424"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912893","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 : 2025-06-01Epub Date: 2025-05-06DOI: 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.
{"title":"Metaphorical conceptualizations of knowledge in Swedish and Finnish primary school curricula","authors":"Annika Hillbom , Marja Nenonen , Esa Penttilä","doi":"10.1016/j.linged.2025.101421","DOIUrl":"10.1016/j.linged.2025.101421","url":null,"abstract":"<div><div>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 <span>in-out</span> and <span>process</span>. 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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101421"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143907891","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 : 2025-06-01Epub Date: 2025-04-30DOI: 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.
{"title":"Motivating rural EFL students in multimodal teaching","authors":"Yueh-Hung Tseng","doi":"10.1016/j.linged.2025.101425","DOIUrl":"10.1016/j.linged.2025.101425","url":null,"abstract":"<div><div>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 (<span><span>Jacob, 2012</span></span>; <span><span>Jiang & Luk, 2016</span></span>) and with rural and indigenous students.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101425"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891677","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 : 2025-06-01Epub Date: 2025-03-14DOI: 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.
{"title":"Presence of spanish in a hispanic-serving institution on the southwestern US border: Towards better serving underrepresented students","authors":"Rosalva Alamillo","doi":"10.1016/j.linged.2025.101408","DOIUrl":"10.1016/j.linged.2025.101408","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101408"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628567","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 : 2025-06-01Epub Date: 2025-03-05DOI: 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.
{"title":"Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education","authors":"Daniel H. Chang , Qinghua Chen , Angel Mei Yi Lin","doi":"10.1016/j.linged.2025.101403","DOIUrl":"10.1016/j.linged.2025.101403","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101403"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548579","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 : 2025-04-01Epub Date: 2025-02-27DOI: 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.
{"title":"Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals","authors":"Huseyin Uysal , Zhongfeng Tian","doi":"10.1016/j.linged.2025.101404","DOIUrl":"10.1016/j.linged.2025.101404","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101404"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578594","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 : 2025-04-01Epub 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":"2025-04-01","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}
This paper explores Linguistic Landscape (LL) as a pedagogical approach that fosters student agency and bridges academic learning with real-world societal challenges. Through the context of a summer intensive course on Multilingualism and Diversity, jointly organised by the University of Warwick (UK) and Monash University (Australia), we discuss how LL research can serve as a conduit for critical engagement with issues of language, society, and culture. The study draws on a combination of observations, student feedback, and semi-structured interviews with participants who undertook empirical LL research projects in transnational and interdisciplinary teams over four iterations of the course. By navigating the complexities of multilingual urban spaces and collaborating with peers from diverse disciplinary and linguistic backgrounds, students applied their theoretical learning to practice. This active, project-based learning approach enables them to negotiate operational and research design challenges, revealing key insights into the processes that support or hinder their development as autonomous learners. The findings highlight the potential of LL as an active learning tool that enhances critical awareness, problem-solving, and cross-cultural collaboration. The paper addresses current issues in LL scholarship by situating its pedagogical application within project-based, student-centred curricula. We conclude by outlining implications for integrating LL into higher education as a means of enhancing student agency and fostering transformative learning experiences.
{"title":"Doing multilingualism through transnational linguistic landscaping: The MultiDiv experience","authors":"Mélina Delmas , Jess Kruk , Louisa Willoughby , Jo Angouri","doi":"10.1016/j.linged.2025.101384","DOIUrl":"10.1016/j.linged.2025.101384","url":null,"abstract":"<div><div>This paper explores Linguistic Landscape (LL) as a pedagogical approach that fosters student agency and bridges academic learning with real-world societal challenges. Through the context of a summer intensive course on Multilingualism and Diversity, jointly organised by the University of Warwick (UK) and Monash University (Australia), we discuss how LL research can serve as a conduit for critical engagement with issues of language, society, and culture. The study draws on a combination of observations, student feedback, and semi-structured interviews with participants who undertook empirical LL research projects in transnational and interdisciplinary teams over four iterations of the course. By navigating the complexities of multilingual urban spaces and collaborating with peers from diverse disciplinary and linguistic backgrounds, students applied their theoretical learning to practice. This active, project-based learning approach enables them to negotiate operational and research design challenges, revealing key insights into the processes that support or hinder their development as autonomous learners. The findings highlight the potential of LL as an active learning tool that enhances critical awareness, problem-solving, and cross-cultural collaboration. The paper addresses current issues in LL scholarship by situating its pedagogical application within project-based, student-centred curricula. We conclude by outlining implications for integrating LL into higher education as a means of enhancing student agency and fostering transformative learning experiences.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101384"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099016","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 : 2025-04-01Epub Date: 2025-01-27DOI: 10.1016/j.linged.2025.101393
Alexis A. López , Sultan Turkan
Assessments that require students to articulate their scientific models in English can be challenging for multilingual learners, who may lack the language proficiency to do so. In response to these increasing language demands, we have developed a digital science modeling assessment task that is adaptable to these students' linguistic and semiotic resources, enabling them to demonstrate their knowledge and skills. A pilot study involving 32 multilingual learners in the United States revealed their ability to use various linguistic resources and multiple language modes to create, describe, and explain their models. The study underscores the importance of assessments that promote translanguaging, allowing students to exhibit their science learning through various representations and catering to the diverse needs of multilingual learners. The findings of this study are likely to influence the design of digital content assessments that enable multilingual learners to utilize translanguaging to demonstrate their knowledge and skills.
{"title":"Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging","authors":"Alexis A. López , Sultan Turkan","doi":"10.1016/j.linged.2025.101393","DOIUrl":"10.1016/j.linged.2025.101393","url":null,"abstract":"<div><div>Assessments that require students to articulate their scientific models in English can be challenging for multilingual learners, who may lack the language proficiency to do so. In response to these increasing language demands, we have developed a digital science modeling assessment task that is adaptable to these students' linguistic and semiotic resources, enabling them to demonstrate their knowledge and skills. A pilot study involving 32 multilingual learners in the United States revealed their ability to use various linguistic resources and multiple language modes to create, describe, and explain their models. The study underscores the importance of assessments that promote translanguaging, allowing students to exhibit their science learning through various representations and catering to the diverse needs of multilingual learners. The findings of this study are likely to influence the design of digital content assessments that enable multilingual learners to utilize translanguaging to demonstrate their knowledge and skills.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101393"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099020","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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