Pub Date : 2025-02-01DOI: 10.1016/j.linged.2024.101356
Faythe Beauchemin , Beth Krone , Emily Machado , Kongji Qin , Anne Valauri , Paul Hartman
This article aims at theorizing transgressive classroom language. Taking up theories of languaging, critical childhood studies, and subjectivity, we theorize instances of transgressive classroom language as languaging acts that disrupt notions of propriety and appropriateness in the classroom. We articulate a heuristic framework for understanding how ideologies and power relations shape language norms in literacy instruction and how teachers and students counter such forces through transgressive languaging acts with examples from five classroom discourse studies. We conclude with a discussion of its implications and a call for critical listening in understanding students’ transgressive languaging acts in classroom learning.
{"title":"Toward a theory of transgressive classroom language","authors":"Faythe Beauchemin , Beth Krone , Emily Machado , Kongji Qin , Anne Valauri , Paul Hartman","doi":"10.1016/j.linged.2024.101356","DOIUrl":"10.1016/j.linged.2024.101356","url":null,"abstract":"<div><div>This article aims at theorizing transgressive classroom language. Taking up theories of languaging, critical childhood studies, and subjectivity, we theorize instances of transgressive classroom language as languaging acts that disrupt notions of propriety and appropriateness in the classroom. We articulate a heuristic framework for understanding how ideologies and power relations shape language norms in literacy instruction and how teachers and students counter such forces through transgressive languaging acts with examples from five classroom discourse studies. We conclude with a discussion of its implications and a call for critical listening in understanding students’ transgressive languaging acts in classroom learning.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101356"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138127","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.2024.101377
Chunhong Liu , Megan K. Barker , Qinghua Chen , Maurice M.W. Cheng , Oloyede Solomon Oyelekan , Angel M.Y. Lin
This study employed the social semiotic perspective and, in particular, thematic patterns theory which emphasizes the potential of language in constructing knowledge and views scientific concepts as institutionalized patterning of social semiotic resources. It examined (1) how patterns of semantic relations could help reveal students’ development of their scientific claims and (2) what factors may contribute to students’ thematic patterning. This study was situated in an undergraduate biology classroom in Canada and focused on a written biology task about water intoxification. With data collected from students’ writing and teaching materials, it revealed the divergent emergence of learner conceptions in the form of thematic patterns and identified three influential factors: (1) teachers’ pedagogical cut, (2) students’ knowledge transfer, and (3) the relationality, temporality, and locality of scientific reasoning in biology. This study demonstrates the effectiveness of thematic patterns theory in exploring learner conceptions and also bears pedagogical implications.
{"title":"“He drank too much Gatorade”: Exploring learner conceptions in scientific reasoning from a social semiotic perspective","authors":"Chunhong Liu , Megan K. Barker , Qinghua Chen , Maurice M.W. Cheng , Oloyede Solomon Oyelekan , Angel M.Y. Lin","doi":"10.1016/j.linged.2024.101377","DOIUrl":"10.1016/j.linged.2024.101377","url":null,"abstract":"<div><div>This study employed the social semiotic perspective and, in particular, thematic patterns theory which emphasizes the potential of language in constructing knowledge and views scientific concepts as institutionalized patterning of social semiotic resources. It examined (1) how patterns of semantic relations could help reveal students’ development of their scientific claims and (2) what factors may contribute to students’ thematic patterning. This study was situated in an undergraduate biology classroom in Canada and focused on a written biology task about water intoxification. With data collected from students’ writing and teaching materials, it revealed the divergent emergence of learner conceptions in the form of thematic patterns and identified three influential factors: (1) teachers’ pedagogical cut, (2) students’ knowledge transfer, and (3) the relationality, temporality, and locality of scientific reasoning in biology. This study demonstrates the effectiveness of thematic patterns theory in exploring learner conceptions and also bears pedagogical implications.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101377"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138133","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 : 2025-01-30DOI: 10.1016/j.linged.2025.101394
Ufuk Balaman
Digital literacy practices in multimodal interactional spaces, including video-mediated settings, are largely being recognized as a rich domain of research inquiry in pre-service language teacher education. This study presents findings from a telecollaborative partnership project in which small groups of pre-service language teachers collaboratively design, receive feedback for, implement, and reflect on telecollaborative tasks in and through video-mediated interactions. Using multimodal conversation analysis as the research methodology, the study describes on a micro-longitudinal basis how the collaborative design processes on an online task design tool, the DigiTask web app, create opportunities for pre-service teachers’ exploration of the technological affordances of video-mediated interaction while also interactionally managing the complex pedagogical, social interactional, and digital literacy practices in situ. More specifically, this study shows how pre-service teachers’ collaborative design-relevant actions facilitate the emergence of a digital literacy practice (i.e., shared control of a shared screen). Following the emergence of the practice, the teacher educator introduces the data-led evidence for the emergent practice in a large group video-mediated teacher education classroom, thus multiplying the practice within the larger scope of the project. The findings bring new insights into pre-service language teacher education and video-mediated interactions.
{"title":"Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design","authors":"Ufuk Balaman","doi":"10.1016/j.linged.2025.101394","DOIUrl":"10.1016/j.linged.2025.101394","url":null,"abstract":"<div><div>Digital literacy practices in multimodal interactional spaces, including video-mediated settings, are largely being recognized as a rich domain of research inquiry in pre-service language teacher education. This study presents findings from a telecollaborative partnership project in which small groups of pre-service language teachers collaboratively design, receive feedback for, implement, and reflect on telecollaborative tasks in and through video-mediated interactions. Using multimodal conversation analysis as the research methodology, the study describes on a micro-longitudinal basis how the collaborative design processes on an online task design tool, the DigiTask web app, create opportunities for pre-service teachers’ exploration of the technological affordances of video-mediated interaction while also interactionally managing the complex pedagogical, social interactional, and digital literacy practices in situ. More specifically, this study shows how pre-service teachers’ collaborative design-relevant actions facilitate the emergence of a digital literacy practice (i.e., shared control of a shared screen). Following the emergence of the practice, the teacher educator introduces the data-led evidence for the emergent practice in a large group video-mediated teacher education classroom, thus multiplying the practice within the larger scope of the project. The findings bring new insights into pre-service language teacher education and video-mediated interactions.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101394"},"PeriodicalIF":1.6,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099018","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 : 2025-01-30DOI: 10.1016/j.linged.2025.101395
Allison Briceño , Claudia Rodriguez-Mojica , Sara Rutherford-Quach , Marisa Ruiz , Kathy Stoehr , Qican Sunny Cao
As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development (OPD) modules in Spanish. This mixed methods study: (1) explores Spanish-English middle school bilingual teachers’ (MSBTs') shifts in language ideologies before and after completing the OPD, and (2) investigates if and how OPD resources support implementation of practices that reflect translanguaging pedagogy. Data sources include pre- and post-OPD survey results and semi-structured interviews. The two surveys were analyzed based on their scales; the interviews were analyzed iteratively using inductive and deductive codes. Survey analysis showed positive shifts in MSBTs’ beliefs and increased confidence regarding their ability to implement culturally and linguistically responsive instruction. The participants evidenced the use of knowledge and tools from the OPD to overcome filters (Bacon, 2020) to translate their language ideologies into practice.
{"title":"Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development","authors":"Allison Briceño , Claudia Rodriguez-Mojica , Sara Rutherford-Quach , Marisa Ruiz , Kathy Stoehr , Qican Sunny Cao","doi":"10.1016/j.linged.2025.101395","DOIUrl":"10.1016/j.linged.2025.101395","url":null,"abstract":"<div><div>As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development (OPD) modules in Spanish. This mixed methods study: (1) explores Spanish-English middle school bilingual teachers’ (MSBTs') shifts in language ideologies before and after completing the OPD, and (2) investigates if and how OPD resources support implementation of practices that reflect translanguaging pedagogy. Data sources include pre- and post-OPD survey results and semi-structured interviews. The two surveys were analyzed based on their scales; the interviews were analyzed iteratively using inductive and deductive codes. Survey analysis showed positive shifts in MSBTs’ beliefs and increased confidence regarding their ability to implement culturally and linguistically responsive instruction. The participants evidenced the use of knowledge and tools from the OPD to overcome filters (Bacon, 2020) to translate their language ideologies into practice.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101395"},"PeriodicalIF":1.6,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099021","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 : 2025-01-29DOI: 10.1016/j.linged.2025.101392
Min Li, Yujing Chen
Textbooks serve as the primary source of language input for L2 learners. Despite their significance, there remains a notable gap in the research concerning the authenticity of EFL/ESL textbook conversations when compared to those observed in naturalistic settings. Against this backdrop, this study examines the extent to which textbooks authentically portray conversation openings and closings. Results indicate that a substantial proportion of textbook conversations lack authentic inclusion of opening and closing sequences, with more than half of the conversations presented without openings and closings that commonly occur in real-life situations. Examination of conversation openings indicates a tendency for textbooks to feature single-component presentations. In terms of closings, textbooks exhibit a scarcity of preclosing signals, predominantly featuring components related to appreciation, arrangement, and solicitude in preclosing sequences. Conversely, sequences involving back-reference, announced closing, and moral or lesson are infrequently addressed. Additionally, a prevailing proportion of textbook conversations lack terminal exchanges.
{"title":"In the wild? Evaluating the authenticity of conversation openings and closings in EFL/ESL textbooks","authors":"Min Li, Yujing Chen","doi":"10.1016/j.linged.2025.101392","DOIUrl":"10.1016/j.linged.2025.101392","url":null,"abstract":"<div><div>Textbooks serve as the primary source of language input for L2 learners. Despite their significance, there remains a notable gap in the research concerning the authenticity of EFL/ESL textbook conversations when compared to those observed in naturalistic settings. Against this backdrop, this study examines the extent to which textbooks authentically portray conversation openings and closings. Results indicate that a substantial proportion of textbook conversations lack authentic inclusion of opening and closing sequences, with more than half of the conversations presented without openings and closings that commonly occur in real-life situations. Examination of conversation openings indicates a tendency for textbooks to feature single-component presentations. In terms of closings, textbooks exhibit a scarcity of preclosing signals, predominantly featuring components related to <em>appreciation, arrangement</em>, and <em>solicitude</em> in preclosing sequences. Conversely, sequences involving <em>back-reference, announced closing</em>, and <em>moral or lesson</em> are infrequently addressed. Additionally, a prevailing proportion of textbook conversations lack terminal exchanges.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101392"},"PeriodicalIF":1.6,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099017","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 : 2025-01-27DOI: 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":"2025-01-27","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}
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":"2025-01-21","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 : 2025-01-15DOI: 10.1016/j.linged.2025.101383
Steve Daniel Przymus, Melissa Mendoza
Identity development at school is inextricably linked with both language practice and positive and/or negative school experiences. Understanding “identification as an ongoing social and political process” (Bucholtz & Hall, 2004, p. 376), educators must be purposeful in constructing educational possibilities that address identity. The goals of this paper are to propose and describe potential school-based activities and opportunities that bridge adolescent active bilingual learners/users of English (ABLE, Przymus et al., 2020) students’ interests, multilingualism, and identities in schools. Building off of previous work with interest-based communities of practice (Przymus, 2016; Przymus et al., 2020; Canagarajah, 2007; Norton, 2013) and work in oracy/literacy studies that combine translanguaging in adolescent storytelling with magic (Przymus & Faggella-Luby, 2023), in this paper we share the process and results of both finished and ongoing studies with adolescent, newcomer ABLE students in the U.S. and ABLE students in México, who are members of their schools’ and/or communities’ magic clubs.
学校的身份发展与语言实践以及积极和/或消极的学校经历密不可分。理解“认同是一个持续的社会和政治过程”(布霍尔茨&；Hall, 2004, p. 376)，教育者必须有目的地构建解决身份问题的教育可能性。本文的目标是提出和描述潜在的学校活动和机会，这些活动和机会可以连接青少年积极的双语学习者/英语使用者（ABLE, Przymus et al., 2020）、学生的兴趣、多语言能力和学校身份。在基于兴趣的实践社区的基础上建立以前的工作(Przymus, 2016；Przymus et al., 2020；Canagarajah, 2007;诺顿，2013年)，并在演讲/识字研究中，将青少年讲故事的跨语言与魔法结合起来(Przymus &；Faggella-Luby, 2023)，在这篇论文中，我们分享了已经完成和正在进行的研究的过程和结果，这些研究对象是美国的青少年、新入学的ABLE学生和墨西哥的ABLE学生，他们都是学校和/或社区魔术俱乐部的成员。
{"title":"Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging","authors":"Steve Daniel Przymus, Melissa Mendoza","doi":"10.1016/j.linged.2025.101383","DOIUrl":"10.1016/j.linged.2025.101383","url":null,"abstract":"<div><div>Identity development at school is inextricably linked with both language practice and positive and/or negative school experiences. Understanding “identification as an ongoing social and political process” (<span><span>Bucholtz & Hall, 2004</span></span>, p. 376), educators must be purposeful in constructing educational possibilities that address identity. The goals of this paper are to propose and describe potential school-based activities and opportunities that bridge adolescent active bilingual learners/users of English (ABLE, <span><span>Przymus et al., 2020</span></span>) students’ interests, multilingualism, and identities in schools. Building off of previous work with interest-based communities of practice (<span><span>Przymus, 2016</span></span>; <span><span>Przymus et al., 2020</span></span>; <span><span>Canagarajah, 2007</span></span>; <span><span>Norton, 2013</span></span>) and work in oracy/literacy studies that combine translanguaging in adolescent storytelling with magic (<span><span>Przymus & Faggella-Luby, 2023</span></span>), in this paper we share the process and results of both finished and ongoing studies with adolescent, newcomer ABLE students in the U.S. and ABLE students in México, who are members of their schools’ and/or communities’ magic clubs.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101383"},"PeriodicalIF":1.6,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099019","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 : 2024-11-29DOI: 10.1016/j.linged.2024.101379
Flora Woltran , Susanne Schwab
The performative nature of language renders it a tool for the continuous negotiation of social group memberships. It serves as a medium to express one's identity, ideas, values, and beliefs, and to establish and maintain interpersonal relationships. The current study employed a qualitative participatory approach to investigate the manifestations of intergroup relations in the lived language learning and speaking experiences of 25 elementary school students attending segregated language support measures in Austrian schools. To this end, student-generated photographs were utilized to stimulate individual and group interviews, with the resulting data analyzed through thematic analysis. The results show that manifestations of intergroup relations revolve around the positioning of the self and the other, constructions of social affiliations and legitimizations of inclusion and exclusion. Specifically, participants position themselves and others in school interactions along the category of language, which is based on the perceived mixing of nationality and language and is in part strongly permeated by the internalization of monolingual ideology. The findings of this study are discussed in terms of the persistent linguistic discrimination in schools, which is closely linked to the historical roots of the use of teaching for a national, monolingual-oriented education and the resulting hierarchization of languages.
{"title":"Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students.","authors":"Flora Woltran , Susanne Schwab","doi":"10.1016/j.linged.2024.101379","DOIUrl":"10.1016/j.linged.2024.101379","url":null,"abstract":"<div><div>The performative nature of language renders it a tool for the continuous negotiation of social group memberships. It serves as a medium to express one's identity, ideas, values, and beliefs, and to establish and maintain interpersonal relationships. The current study employed a qualitative participatory approach to investigate the manifestations of intergroup relations in the lived language learning and speaking experiences of 25 elementary school students attending segregated language support measures in Austrian schools. To this end, student-generated photographs were utilized to stimulate individual and group interviews, with the resulting data analyzed through thematic analysis. The results show that manifestations of intergroup relations revolve around the positioning of the self and the other, constructions of social affiliations and legitimizations of inclusion and exclusion. Specifically, participants position themselves and others in school interactions along the category of language, which is based on the perceived mixing of nationality and language and is in part strongly permeated by the internalization of monolingual ideology. The findings of this study are discussed in terms of the persistent linguistic discrimination in schools, which is closely linked to the historical roots of the use of teaching for a national, monolingual-oriented education and the resulting hierarchization of languages.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101379"},"PeriodicalIF":1.6,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743797","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 : 2024-11-13DOI: 10.1016/j.linged.2024.101358
Emily Phillips Galloway , Paola Uccelli
In this article, we engage with the question of how to create just and humanizing instructional conditions for learning through and about language at school. Rather than an empirical study, this article invites readers to rethink the role of languages in education by introducing and illustrating what we call Pedagogies of Voices (POV). Informed by research and practice, POV instructional approaches acknowledge and leverage the reality of multilingual and multidialectal repertoires in linguistically diverse classrooms, counteracting the tendency towards prescriptivism, which constrains what counts as language learning and teaching in schools. Through vignettes from middle-school multilingual classrooms implementing the TRANSLATE literacy curriculum, we illustrate how POV-inspired instruction transforms the conventions of classroom interactions by scaffolding language learning through relational activities that affirm and expand students’ multilingual repertoires and metalinguistic strategies for learning through and about language. These POV-inspired practices shift the role of teachers, who become learners of their students’ ways with language and shift the instructional goal from a narrow focus on teaching the language of school literacy to a concerted effort to foster flexible, resourceful, critical, and creative student voices—what we call Critical Rhetorical Flexibility. These two shifts, we argue, contribute to creating the enabling conditions to foster inclusive, humanizing communities in which students and teachers experience the joyful challenge of learning through languages together. We conclude with thoughts and considerations for theory, future practice-embedded research, and evidence-based educational practice.
{"title":"Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice","authors":"Emily Phillips Galloway , Paola Uccelli","doi":"10.1016/j.linged.2024.101358","DOIUrl":"10.1016/j.linged.2024.101358","url":null,"abstract":"<div><div>In this article, we engage with the question of how to create just and humanizing instructional conditions for learning <em>through</em> and <em>about</em> language at school. Rather than an empirical study, this article invites readers to rethink the role of languages in education by introducing and illustrating what we call <em>Pedagogies of Voices</em> (POV). Informed by research and practice, POV instructional approaches acknowledge and leverage the reality of multilingual and multidialectal repertoires in linguistically diverse classrooms, counteracting the tendency towards prescriptivism, which constrains what counts as language learning and teaching in schools. Through vignettes from middle-school multilingual classrooms implementing the TRANSLATE literacy curriculum, we illustrate how POV-inspired instruction transforms the conventions of classroom interactions by scaffolding language learning through relational activities that affirm and expand students’ multilingual repertoires and metalinguistic strategies for learning through and about language. These POV-inspired practices shift the role of teachers, who become learners of their students’ ways with language and shift the instructional goal from a narrow focus on teaching the language of school literacy to a concerted effort to foster flexible, resourceful, critical, and creative student voices—what we call <em>Critical Rhetorical Flexibility</em>. These two shifts, we argue, contribute to creating the enabling conditions to foster inclusive, humanizing communities in which students and teachers experience the joyful challenge of learning through languages together. We conclude with thoughts and considerations for theory, future practice-embedded research, and evidence-based educational practice.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101358"},"PeriodicalIF":1.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657690","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}
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