Linguistics and Education最新文献

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.

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.

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.

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.

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.

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.

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.

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.

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.

Assessment of student writing by human raters often involves discrepancies, necessitating discussions for resolution. This study explores this process within a US university's English for Academic Purposes program, focusing on the exit practices of dissenting raters - strategies used to conclude disagreements. Utilizing multimodal conversation analysis, the study reveals that dissenting raters typically employ two exit practices: acknowledging personal bias and deferring to the opinions of co-present raters. While acknowledging bias effectively ends disagreements, deferring to others can be perceived as challenging equal participation, thus introducing complexity into the resolution process. The study also highlights how social concerns regarding professional credibility and reputation influence raters’ resolution strategies. The findings offer valuable insights into the interactional complexities of academic placement meetings, underscoring the importance of understanding exit practices in these contexts. They also demonstrate the potential of a conversation analysis approach for uncovering unexplored facets of rater interactions.